a passion for quality: teachers who make a difference christopher day
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A Passion for Quality: Teachers Who Make a Difference Christopher Day. The Performativity Agenda: Challenges and professionalism. Soul engineers or service providers?. The Changing World. - PowerPoint PPT PresentationTRANSCRIPT
A Passion for Quality: A Passion for Quality: Teachers Who Make a Teachers Who Make a
DifferenceDifference
Christopher DayChristopher Day
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The Performativity Agenda: The Performativity Agenda: Challenges and Challenges and professionalismprofessionalism
Soul engineers or service Soul engineers or service providers?providers?
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The first, and most important, ability you can develop in a flat world is the ability to ‘learn how to learn’ – to constantly absorb, and teach yourself, new ways of doing old things or new ways of doing new things. This is an ability every worker should cultivate in an age when parts or all of many jobs are constantly going to be exposed to digitization, automation, and outsourcing, and where new jobs, and whole new industries, will be churned up faster and faster. In such a world, it is not only what you know but how you learn that will set you apart. Because what you know today will be out-of-date sooner than you think.
(Friedman, 2006, p. 309)
‘… a myopic obsession with growing the economy has meant that we have tended to ignore the negative well-being implications of the longer working hours and rising levels of indebtedness which it has entailed. In the process we have also squeezed the time and space we allow ourselves for pursuit of all the other activities which we know promote positive well-being and human flourishing.’
(NEF, 2009: 9)
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‘Scholars distinguish three kinds of ‘work orientation’: a job, a career, and a calling. You do a job for the pay check at the end of the week…It is just a means to another end…A career entails a deeper personal investment in work. You mark your achievements through money, but also through advancement…When the promotions stop…alienation starts, and you being to look elsewhere for gratification and meaning.
A calling (or vocation) is a passionate commitment to work for its own sake. Individuals with a calling see their work as contributing to the greater good, to something larger than they are. The work is fulfilling in its own right, without regard for money or for advancement. When the money stops and the promotion end, the work goes on.’
(Seligman, 2002: 168)
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Part 1: Part 1: Why passion mattersWhy passion matters
Part 2: Part 2: Good teachers: three innerGood teachers: three innerqualitiesqualities
Part 3: Part 3: Commitment and effectivenessCommitment and effectiveness
Part 4: Part 4: Effective and more effective Effective and more effective teachersteachers
Part 5: Part 5: Lessons for school leadershipLessons for school leadership
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Part 1:Part 1: Why passion mattersWhy passion matters
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‘‘There are strong empirical grounds for believing that teachers can and do make a difference and that consistent high quality teaching, supported by strategic professional development, can and does deliver dramatic improvements in student learning’.
(Rowe, 2003, p. 27)
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Fig 1 Teachers Make An Extraordinary Difference
(Sanders & Rivers, 1996)
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‘‘‘The effects of quality teaching on educational backgrounds are greater than those that arise from students’ backgrounds…A reliance on curriculum standards and state-wide assessment strategies without paying due attention to teacher quality appears to be insufficient to gain the improvements in student outcomes sought. The quality of teacher education and teaching appear to be more strongly related to student achievement than class sizes, overall spending levels or teacher salaries’.
(Darling-Hammond, 2000)
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Qualities of Good Teachers: Qualities of Good Teachers: Five Key Research FindingsFive Key Research Findings
• Technical and personal competencies
• Care and achievement
• Identity
• Emotional understanding
• Hope and resilience
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Part 2:Part 2: Three Inner QualitiesThree Inner Qualities
i) Relationships with students
ii) Moral purposes: care and courage
iii) Emotional identities
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i) Relationships with studentsi) Relationships with students
‘Teachers favour the more intelligent students in our class and don’t help us less intelligent students enough.’
‘The teachers don’t even try to understand us.’
(Reported in Bentley, 1998, p80)
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Relationships with studentsRelationships with studentsThe good teachers are the ones who know how to listen as well as talk, who don’t make you feel that your opinion isn’t worth anything. It’s not age that’s important, it’s their attitude to young people. There are some who don’t seem to enjoy what they’re doing, and there are others who seem so enthusiastic about their subjects. It’s brilliant being with those sort of teachers.
(Gillian, in White, 2000, p. 18)
There’s no substitute for the infectious human element of a teacher deeply in love with his subject. He alone will set fire to my soul. I need guidance to mould my chalky dreams into a rich and satisfying adulthood. My need is now, today. Tomorrow is somewhere else…
(Susan, in Blishen, 1969, p. 20)
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ii) Moral purposes: care and ii) Moral purposes: care and couragecourage
A way of living prospectively in and engaging purposefully with the past and present.
(Havel, 1990: 181)
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HopeHopeHaving hope means that one will not give in to overwhelming anxiety … Indeed, people who are hopeful evidence less depression than others as they manoeuvre through life in pursuit of their goals, are less anxious in general, and have fewer emotional distresses.
(Goleman, 1995, p. 87)
An orientation of the spirit, an orientation of the heart…It is not the conviction that something will [by definition] turn out well, but the certainty that something makes sense, regardless of how it turns out.
(Havel, 1990: 181)
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The Enemies of HopeThe Enemies of Hope
• Cynicism (false consciousness)
• Fatalism (conservatism)
• Relativism (lack of moral andpolitical will)
• Fundamentalism (adherence totradition)
(Halpin, 2003: 10-30)
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iii) Emotional Identitiesiii) Emotional Identities
‘The ways in which teachers form their professional identities are influenced by both how they feel about themselves and how they feel about their students. This professional identity helps them to position or situate themselves in relation to their students and to make appropriate and effective adjustments in their practice and their beliefs about, and engagement with, students’.
(James-Wilson, 2001, p. 29)
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Dimensions of Identity
Personal
SituatedProfessional
StructureStructure
StructureStructure StructureStructure
StructureStructure
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‘a dynamic state, in which the individual is able to develop their potential, work productively and creatively, build strong and positive relationships with others, and contribute to their community’
(Foresight Mental Capital and Wellbeing Project, 2008: 10)
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• emotions are indispensable to rationaldecision-making;
• emotional understanding and intelligenceare at the heart of good professionalpractice;
• emotional and cognitive health are affectedby personal biography, career, socialcontext (of work and home) and external (policy) factors;
• emotional health is crucial to effectiveteaching over a career.
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Part 3:Part 3: Commitment and Commitment and
EffectivenessEffectiveness
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Research Finding 1Research Finding 1Teacher Commitment is Associated Teacher Commitment is Associated
with Teacher Effectivenesswith Teacher Effectiveness
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Fig. 2: Associations between commitment and effectiveness
Associations between commitment and effectiveness
(2)
72%
15%
13%
73%
13%
13%
61%
33%
7%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Upw ard Stable Dow nw ard
Mixed impact
Below expectation
Above/As expected
(N=46)(N=15)(N=100)
Cohort 2(N=161)
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Key Message 1Key Message 1
There are statistically significant associations between teacher
commitment and their effectiveness as defined by pupil
attainment.
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Research Finding 2Research Finding 2Teachers effectiveness does not Teachers effectiveness does not always increase with experiencealways increase with experience
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Professional Life PhasesProfessional Life Phases• Professional life phase 0-3: commitment, support and
challenge
• Professional life phase 4-7: Identity and efficacy in classroom Sub-groups
• Professional life phase 8-15: Managing changes in role and identity: growing tensions and transitions
• Professional life phase 16-23: Work life tension, challenges to motivation and commitment
• Professional life phase 24-30: Challenges to Sustaining Motivation
• Professional life phase 31+: Sustaining/declining motivation, ability to cope with change, looking to retire
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Key Message 2Key Message 2
Recognising the impact of these influences in particular
professional life phases and providing informal and formal
targeted support are key means of building and sustaining teacher commitment and effectiveness.
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Key Message 3Key Message 3
There may be a difference in the impact of environment between
those who teach in relatively more disadvantaged communities and those who teach in communities
which are more advantaged.
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Fig. 3: Resilience and FSM
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Resilient Teachers 75%
(N=55/73)
FSM 1 FSM 2 FSM 3 FSM 4
71%
(N=66/93)
58%
(N=34/59)
84%
(N=59/70)
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Key Message 4Key Message 4
There are specific influences which affect teachers’ effectiveness in
schools in different socio-economic contexts.
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Research Finding 3Research Finding 3The quality of school leadership is a The quality of school leadership is a key factor in creating the conditions key factor in creating the conditions for building and sustaining teachers’ for building and sustaining teachers’
effectiveness.effectiveness.
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Sustaining CommitmentSustaining Commitment
Leadership (76%)Leadership (76%)It’s good to know that we have strong leadership who
has a clear vision for the school
Colleagues (63%)Colleagues (63%)We have such a supportive team here. Everyone
works together and we have a common goal to work towards
Personal support (95%)Personal support (95%)It helps having a supportive family who don’t get
frustrated when I’m sat working on a Sunday afternoon and they want to go to the park
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Declining CommitmentDeclining CommitmentWorkload (68%)Workload (68%)It never stops, there’s always something more to do and it
eats away at your life until you have no social life and no time for anything but work
Pupil behaviour (64%)Pupil behaviour (64%)Over the years, pupils have got worse. They have no respect
for themselves or the teachers.
Pupil behaviour is one of the biggest problems in schools today. They know their rights and there’s nothing you can do.
Leadership (58%)Leadership (58%)Unless the leadership supports the staff, you’re on your
own. They need to be visible and need to appreciate what teachers are doing.
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Key Message 5Key Message 5Creating positive work conditions, meeting teachers’ professional and
personal needs and minimizing teacher burnout, are keys to
encouraging teachers’ resilience, promoting teacher well-being and
positive professional life trajectories, improving the conditions for teachers’
effectiveness in relation to pupils’ performance, and ultimately, school
improvement. These are key tasks for school leaders.
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Part 4:Part 4: ‘‘Effective’ and ‘More Effective’ and ‘More Effective’ TeachersEffective’ Teachers
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Effective More EffectiveFocus on positive relationships
Challenging pupils’ ideas
Organised environment
Inspiring
Clear expectations InnovationDifferentiationPupil agency
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Effective More EffectivePraise and feedback Develop individual
relationshipsRapport Building self esteemBoundaries Engender trust and
respect
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Effective More EffectiveStructured New challenges for
independent learningWell paced Co-learningScaffolding Intellectual
stimulationHigh level of pupil engagementPupils aware of learning objectives
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Effective More EffectiveVariety of learning styles
Personalised support
Inclusivity Community of practice
Aware of individual learning needs
Engaging with peers
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Effective More EffectiveBright, organised classroom
Use of a wide range of technology
Student work Students confident in use
Use of technology Teacher made materials
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Effective More EffectiveTeachers aware of learning objectives
Offer pupils opportunities to reflect
Use feedback and review strategies
Self evaluation
Monitor and record achievements
Dialogue about learning
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Effective More EffectiveHigh expectations Expectations
individualised, consistent, sequential, differentiated
¾ part lessons with starter and plenary
Pupils had a measure of control over their own learning
Well structured with transitions between tasks 44
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Part 5:Part 5: Lessons for School Lessons for School
LeadershipLeadership
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Lessons for School Lessons for School Leadership (1)Leadership (1)
Principals listen carefully to the voices of their teachers, to avoid humiliating them, to acknowledge good attitudes and good work with praise and to demonstrate always, their deep love for their work as teachers.
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Lessons for School Lessons for School Leadership (2)Leadership (2)
Principals have a moral duty to avoid being enemies of hope and to teach their teachers to be hopeful about their work.
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Lessons for School Lessons for School Leadership (3)Leadership (3)
Understanding the nature of professional identity and building the capacity of teachers to create and maintain a positive sense of identity is an important part of principals’ everyday work.
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C.P.D. should focus upon developing leadership for learning communities if professional learning and development is to become an embedded part of teacher and schools’ responsibilities and accountabilities for raising standards.
Lessons for School Lessons for School Leadership (4)Leadership (4)
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Lessons for School Lessons for School Leadership (5)Leadership (5)
Principals have a responsibility to educate teachers to be resilient, to counter the ‘dulling of sensitivities’ and ‘managed professionalism’ of performativity agendas.
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Lessons for School Lessons for School Leadership (6)Leadership (6)
To do so, principals themselves need to model the values, virtues and practices of good teaching through their reflective stance, scholarship, practices and abilities to cross boundaries as trusted citizens in different academic and practice communities.
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Fig. 4: The Passionate Principal
Knowledge about teaching,
range of teaching
approaches
Reflective, inquiry- led individual &collaborative teacher and
pupil learning
High expectations,
Ideals and standards - only the best will do
Honesty, Fairness, Practical Wisdom
Persevering, being persistent
in adversity
Person – centred learning with responsibility
Vision for learning and
achievement for all
Cognition and emotion (head, heart and hand)
The Passionate Principal
Hope and Optimism
Continuing Learning &
DevelopmentCare &
Courage
Commitment Resilience
Multiple emotional identities
External & internal relations
Moral Purposes
Christopher [email protected]
THANK YOU