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Conference Overview. NMR. Lorne, 2010. STRUCTURE. Urgency. Leading the Work. Future Work. URGENCY. Moral Purpose. To improve the outcomes of ALL students regardless of location or background. Professional Ethics. ACTING when a means of lifting achievement is identified.
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NMR Lorne, 2010
STRUCTURE Urgency Leading the Work Future Work
Moral Purpose To improve the outcomes of ALL students regardless of location or background
Professional Ethics ACTING when a means of lifting achievement is identified Always SEEKING ways to lift achievement
Schools fit for purpose Changed expectations Rapidly changing and challenging world Young people have changed Pink Floyd - Another Brick in the Wall
Leaves school at 14 Lifeboat model of education - no further education Few high schools Depression - struggle for work Might have had a 50 year working life with 4 years in the forces Retires at 65, dies at 70 Had few distractions - marriage, movies, cigarettes
Born 1946 - 64 Dies 2040 Proliferation of high schools Leaves school at 15 Access to free tertiary education 40 year working life: 1976 - 2015 25 years of retirement, dies at 85 First TV generation Experienced in IT revolution
Born 1990s Lives until 2090 Leaves school in 2008 Enters workforce in 2012 Works for 35 years and retires in 2047 Retirement lasts 36 years Dies at 92 but likely to live into the 100s
The Great Unknowns Jobs Technology Problems
The Challenge … TALIS 2010 Most say... • nothing is done to distinguish good and bad work in the classroom • they wouldn’t gain more recognition if they improved their teaching 90% say... • Principals do nothing to address underperforming teachers • the best teachers do not get the greatest recognition Some spend more than half their classroom time doing tasks other than teaching Two thirds believe that teacher evaluation other than meeting bureaucratic requirements
System Leadership Building Capacity Towards system wide sustainable reform Professionalism Prescription National Prescription Every School a Great School Schools Leading Reform
System Leadership System Leadership as Adaptive Work Technical Solutions Adaptive Work Technical problems can be solved through applying existing know how - adaptive challenges create a gap between a desired state and reality that cannot be closed using existing approaches alone
The Nature of Adaptive Work An adaptive challenge is a problem situation for which solutions lie outside current ways of operating. • Adaptive challenges demand learning, because ‘people are the problem’ [as well as the solution] and progress requires new ways of thinking & operating. • Mobilising people to meet adaptive challenges, then, is at the heart of leadership practice. • Ultimately, adaptive work requires us to reflect on the moral purpose by which we seek to thrive and demands diagnostic enquiry into the realities we face that threaten the realisation of those purposes. From Ron Heifetz – ‘Adaptive Work’ (in Bentley and Wilsdon 2003)
The ‘Iceberg Model’ of Educational Change Content & Structures Values and Beliefs Behaviours
What is ‘Professional Practice’? • By practice we mean something quite specific. We mean a set of protocols and processes for observing, analyzing, discussing and understanding instruction that can be used to improve student learning at scale. The practice works because it creates a common discipline and focus among practitioners with a common purpose and set of problems. • The real insight here is that you can maintain all the values and commitments that make you a person and still give yourself permission to change your practice. Your practice is an instrument for expressing who you are as a professional; it is not who you are.
POWERFUL LEARNING CURRICULUM TEACHING STRATEGIES STUDENT ENGAGEMENT ‘THE INSTRUCTIONAL CORE’
The Experience ofEducational Change • change takes place over time; • change initially involves anxiety and uncertainty; • technical and psychological support is crucial; • the learning of new skills is incremental and developmental; • successful change involves pressure and support within a collaborative setting; • organisational conditions within and in relation to the school make it more or less likely that the school improvement will occur. [Adapted from Michael Fullan – Change Processes paper, 1986]
Three Phases of Educational Change Institutionalisation Implementation Initiation “The Implementation Dip” Time
Matt Miles on Change Agent Skills TRUST DIAGNOSIS PLAN WORKING IN GROUPS KNOWHOW CONFIDENCE TO CONTINUE
Kotter’s ‘Eight Steps’ • Increase Urgency • Build Guiding Team • Get the Vision Right • Communicate for Buy In • Empower Action • Create Short Term Wins • Don’t Let Up • Make Change stick
What this looks like in struggling schools In these schools the key activities are: • Creating an orderly environment • Ensuring consistency in teaching practice • Prioritising the work on literacy and numeracy • Taking ownership for the progress of students and creating high expectations • Developing and supporting leadership capacity • Establishing systems for data use
What this looks like in progressing schools In schools that are progressing, the key activities are: • Creating a learning environment within the school • Sharing the best of teaching practice through rounds • Strengthening the work on literacy and numeracy across the curriculum • Introducing assessment for learning to enable students to take more control over their own learning • Distributing leadership capacity • Monitoring student progress through data use
What this looks like in successful schools In successful schools, the key activities are: • Creating a self directed and inclusive learning environment • Introducing innovations in teaching and sharing with other schools • Strengthening cross curriculum working and enquiry based projects • Encouraging student voice to enrich the curriculum monitor their own progress and to champion curiosity • Engaging in system leadership • Using data formatively to enhance the progress of all students
AUTHENTIC SCHOOL IMPROVEMENT The ‘Skinny’ according to Michael Fullan • To get anywhere you have to do something • In doing something, you need to focus on developing skills • Acquisition of skills increases clarity • Clarity results in ownership • Doing this together with others results in shared ownership • Persist no matter what. Resilience is your best friend.
The Systemic Agenda The future reform agenda is about schools supporting each other in a new educational landscape: • Schools exist in increasingly complex and turbulent environments, but the best schools ‘turn towards the danger’ and adapt external change for internal purpose. • Schools should use external standards to clarify, integrate and raise their own expectations. • School benefit from highly specified, but not prescribed, models of best practice. • Schools, by themselves and in networks, engage in policy implementation through a process of selecting and integrating innovations through their focus on teaching and learning. • Schools use the principles of segmentation to transform the system
NMR has done well so far … • Increasingly clear model of change • Wayne’s leadership • Mix of technical (e.g. Munro and Lewis) and psychological (e.g. coaches and RNLs) support • More differentiated support • Above all – commitment and energy from schools and Principals
Segmentation requires a fair degree of boldness … • Schools should take greater responsibility for neighbouring schools so that the move towards networking encourages groups of schools to form purposeful collaborative arrangements. • All failing and underperforming (and potentially low achieving) schools should have a leading school that works with them in either a formal grouping or in more informal partnership. • The incentives for greater system responsibility should include significantly enhanced funding for students most at risk. • A rationalisation of national state and regional functions and roles to allow the higher degree of regional co-ordination for this increasingly devolved system.
The Next Stage of the Work • Urgency and moral purpose – focusing on student learning • Alignment – policy and roles • Precision – in terms of teaching and school intervention • Leadership – at the three levels of RNLs, Principals and School Improvement Groups • Segmentation – the strategic use diversity to drive excellence All achieved through use of Adaptive Strategies – Instructional Rounds, Triads, Residency etc
Inside Out Tactics Powerful Learning Techniques From planning what to teach... to planning how to teach
tactic |ˈtaktik| noun an action carefully planned to achieve a specific end Tactics - Teaching No opt out Right is right Stretch it Format matters Without apology
Tactics - Learning Tactics - Managing
Tools Tactics Powerful Learning Techniques Models
Neuroscience E5 Tools Engage Explore Tactics Powerful Learning Techniques Elaborate Explain Brain Rules Cognitive Principles Models Elaborate
Cognitive Principles Unless the cognitive conditions are right, we will avoid thinking Cognition training in early years is fundamentally different from cognition training later in life Factual knowledge must precede skill Cognition training in early years is fundamentally different from cognition training later in life Memory is the residue of thought Children are more alike than different in terms of how they think and learn We understand new things in the context of what we already know, and most of what we know is concrete Children do differ in intelligence but intelligence can be improved through hard work It is virtually impossible to become proficient at a mental task without extended practice
Push... or Pull? Push AND Pull
The Goldilocks Solution Questions that are just right
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