Leading learning and learning leadership Workshop: Friday 25 th April 2014

1. Sub-brand to go here Leading learning and learning leadership Workshop: Friday 25th April 2014 Professor Toby Greany

2. “Eight pillars of greatness” World class teaching and learning Effective leadership Shared vision, values, and culture Stimulating and inclusive environment Broad and balanced curriculum High quality partnerships Rigorous self evaluation and review Exceptional CPD in a prof’nal learning community Adapted from Professor Chris Husbands, IOE, 2013

3. “Eight pillars of greatness” World class teaching and learning Shared vision, values, and culture Effective leadership Stimulating and inclusive environment Broad and balanced curriculum High quality partnerships Rigorous self evaluation and review Exceptional CPD in a prof learning community Adapted from Professor Chris Husbands, IOE, 2013

4. Leaders must impact within and between schools Between schools Within schools

5. Five core tasks below all important, but ‘promoting and participating in teachers’ development’ makes the most difference ’Successful school leaders improve teaching and learning and thus pupil outcomes … most powerfully through their influence on staff motivation, commitment, teaching practices and through developing teachers’ capacities for leadership.’ Day, Sammons, Hopkins, Harris, Leithwood et al, NCSL, 2010 “Being a teacher is about helping children to learn. Being a principal is about helping adults learn” Boston Principal, McKinsey&Co, 2007 Source: Prof Vivianne Robinson, 2008

6. d Learning centred, or instructional, leadership is key High-performing group, % of principals working with teachers to support their development every day % of respondents (McKinsey’s 2010) Modelling Dialogue Monitoring Learning Centred Leadership, Southworth, 2006 New Zealand New York Ontario Alberta Victoria Singapore England Global

7. Learning centred leaders focus on improving pedagogy? Pedagogy is complex, multi- faceted and demanding Great pedagogy develops when teachers use the research and knowledge base for teaching Successful pedagogy depends on talented teachers working together in systematic ways to explore how to improve their practice

8. “It is teachers who in the end will change the world of the school by understanding it’“ Lawrence Stenhouse, 1981

9. The evidence base is growing

10. …but findings are often not clear cut… Example: review of research on homework • Hattie (2008) • homework effect size of d=0.29 [below d=0.4 hinge point] • effect size at primary d = 0.15 and at secondary d = 0.64 • Fuchs et al (2004) • Positive impact of homework on test performance in Mathematics but not in reading

11. …What about the quality of homework set? • Research on types of homework is generally restricted to • descriptions of the purpose of homework • how often homework of each type is set. Research on the effects of the different sorts of homework is rare, but Rutter, Maughan, Mortimore, and Ouston (1979) found higher levels of student achievement in schools in which more homework was routinely assigned than schools where regular homework was not expected

12. Effective professional development starts with the end in mind • Effective professional development challenges • thinking as part of changing practice • 3. Effective professional development is based • on assessment of individual and school needs Great professional development that leads to great pedagogy: nine claims from research, Louise Stoll, Alma Harris and Graham Handscomb, NCSL, 2012

13. 4. Effective professional development involves connecting • work-based learning and external expertise • 5. Effective professional learning opportunities are varied, • rich and sustainable • 6. Effective professional development uses action • research and enquiry as key tools Great professional development that leads to great pedagogy: nine claims from research, Louise Stoll, Alma Harris and Graham Handscomb, NCSL, 2012

14. 7. Effective professional development is strongly enhanced • through collaborative learning and joint practice • development • 8. Effective professional development is enhanced by • creating professional learning communities within and • between schools • 9. Effective professional development requires • leadership to create the necessary conditions Great professional development that leads to great pedagogy: nine claims from research, Louise Stoll, Alma Harris and Graham Handscomb, NCSL, 2012

15. d “Traditional approaches to Continuous Professional Development (CPD) are largely based on transferring knowledge or ‘best practices’ from an expert presenter to his or her audience. Research shows that this is rarely effective. By contrast, Joint Practice Development (JPD) is a process by which individuals, schools or other organisations learn from one another.” Prof Judy Sebba et al, Powerful Professional Learning, NCSL, 2012

16. Diamond nine: using the Nine Claims discuss and agree: • the most important claim (at the apex) • the least important claim (at the bottom) • claims of equal importance (in rows) • Be prepared to share the outcomes of your discussions and why / how items were prioritised.