good morning - professional learning education · practice as part of regular, planned and ongoing...

Good MorningWelcome to Evolving Systems Thinking

Module 1 Leadership for System ImprovementModule 2 Effective School Systems

For Scotland's learners, with Scotland's educators

Partnership Working with Ontario Principals’ Council


OPC is a professional association with 5800 members representing elementary

and secondary vice principals and principals in the public education

system.

OPC’s key roles are advocacy, consultation and legal advice and

professional learning

International School Leadership


International School Leadership, a subsidiary of the Ontario Principals` Council provides training and certification program to K-12 school and system leaders around the world, professional consulting services and

program customization.

International Council of Advisors


The panel members have extensive experience advising educators and governments on education leadership, school improvement and reform in countries including the US, Canada,

Finland, Norway, Sweden, Malaysia, Australia and the UK. They will advise on the Scottish Government’s priorities for education and ensure the actions set out in its delivery plan are

influenced by international best practice.


Evolving Systems Thinking

The program aims to provide: o opportunities to develop systemic perspectives and strategies with a focus on improving outcomes for children and

young peopleo development of system level Professional Learning Communities across the six Regional Improvement

Collaboratives

Program Overview• Evolving Systems Thinking aspires to supports system level educators to enhance their leadership skills and

experience through national collaborative working – with a strong focus on delivering excellence and equity for all children and young people in Scotland.

• This programme is for school and system leaders with a remit for curriculum and pedagogical developments, quality processes and effective collaborative improvement across the system

• The programme does not carry credit however there is an opportunity to gain a certificate following assessment from the Ontario Principals’ Council.

• Evolving Systems Thinking consists of six modules, delivered over three learning events.• Culminates with participation in an Action research piece .


Research

Systems Leadership


“In this world of rapid, complex change, no one can really the future and lead others there.An individual leader can’t neatly choose the right outcome and chart a course alone,because there are too many unpredictable variables in the mix. We need a new model of leadership, which we call Whole Systems Leadership”University of Minnesota and Life Science Foundation (2010)

“Systems Leadership is defined as leadership across organisational and geopolitical boundaries, beyond individual professional disciplines, within a range of organisational and stakeholder cultures, often without managerial control with the intention to effect change for positive social benefit across multiple interacting and intersecting systems.”Systems Leadership: Exceptional Leadership for Exceptional Times.

Reflection:

Introducing the national model of professional learning

Professional learning must focus on the education professional as

a learner and how this is related to and impacts upon

the learning of children, young people and adult learners.

Professional learning should be:

• Challenging, and develop thinking, knowledge, skills and

understanding

• Underpinned by developing skills of enquiry and criticality

• Interactive, reflective and involve learning with and from others

Professional learning is informed and supported by professional

standards and education policy.

Leadership of and for learning is essential to ensure it is well

supported, promoted and sustained.

For Scotland's learners, with Scotland's educatorsFor Scotland's learners, with Scotland's educators

Education professional as learner

There is a dynamic relationship between learners (the learning of children,

young people and adults) and the educator’s professional learning. These are

deeply interconnected through the learning feedback loop at the heart of the

model.

• The educator’s professional learning should be informed by the learner’s

experience, voice and needs. In turn, the professional learning of the

educator should impact positively upon the experiences of learners

• Professional learning should take account of and reflect the unique

circumstances of the learning community.

Professional standards and policy

Professional standards and educational policies both support and

inform professional learning. It is important to examine and consider

them in action and understand the connections and coherence across

educational policies and the professional standards. Should be used:

• To self-evaluate and engage in critically reflective thinking about

practice as part of regular, planned and ongoing professional

learning dialogues and development

• To support professional growth and agency

• To ask critical questions of self, school or organisation and system

• As a catalyst for learning

• To frame and support thinking and practice

• As a way to signpost and plan learning

• To challenge and consider beliefs, values and professional actions

• To explore professional identity

Learning as collaborative

Learning with and from colleagues, partners and learners as part of an

active learning community:

• Learning is an interactive and active process

• The educator as learner reflects on professional practice and shares

professional learning

• The educator as learner self-evaluates and considers own

assumptions, context, relationships with others and is self-aware

• Conversations about learning are:

o Frequent and prioritised

o Productive and focused

o Based on feedback loops between and for educators,

learners, colleagues, leaders and relevant partners

• Knowledge is developed by and with educators, learners,

family/carers and learning community

o Engaging learners and their families/carers/relevant

partners

o External knowledge and other expertise and perspectives

o Learning with and from colleagues, learners and others

Learning by enquiring

There is an ethical prerogative to taking an enquiry stance, to try to improve

outcomes for children, young people and adult learners:

• Asking critical questions about self, and learners within your context

• Reflecting on professional practice, learning and the learning of learners

within your context encourages metacognitive knowledge and skills

• Supporting dispositions around risk-taking, being open to change and

ready to innovate

• Critically examining a wide range of sources of information to inform

knowledge and understanding

• Asking questions about impact, about the progress of learners and their

learning

• Enquiry based professional learning encourages informed decision making

and clearer articulation of ‘why’ we are teaching and learning in the way

we are, promoting voice around the 'so what?’ and 'what now'?

• Develops professional agency and voice – educators as leaders of change

Leadership of and for learning

Leaders in the widest sense understand that people are the drivers and

enactors of change for improvement. Professional learning and

development is the means by which this is put into action. As a priority,

leaders commit to and invest in their own professional learning and

development, creating the conditions where professional

learning can thrive – space, time, culture and trust.

• Develop the strategic vision to lead and support learning for all

• Develop a learning culture and ethos based on trust, honesty,

challenge and support; one which supports and promotes the

growth of professional capital through professional learning

• Support and provide time for meaningful engagement in sustained

professional learning and development with opportunities to share

• Lead learning conversations underpinned by coaching approaches

to stimulate, challenge and support thinking

• Have professional courage

• Enact collaborative and enquiring approaches to practice

• Encourage, challenge and question to ensure development and

progress

• Be committed to and recognise the importance of developing

individual and collective knowledge

Learning that deepens knowledge and understanding

Professional learning should inform, challenge and help to understand

why we do what we do. Enquiry is the basis for reflective and strategic

thinking (metacognition) about practice and becomes the methodology

for professional learning.

• Understanding and developing self as a learner and as a

professional:

o What interests, informs and influences you?

o How do you examine your own assumptions and beliefs?

o How is your professional voice shaped by professional

values?

• Developing depth of knowledge about:

o Learning and teaching

o Subject, curriculum and policy

o Own assumptions, values and beliefs

o Self as a learner

• Developing skills, expertise and experience

• Regarding problems and failures as learning opportunities

• Seeking solution focused approaches from an informed, problem

solving perspective

Three Fields of Knowledge


Who is in the room?• What people know• Knowledge brought to

the learning table• How people can

contribute

What is known?Publicly available

knowledge“ the theory and research

publicly available to be drawn into learning

environments”

What is the new knowledge?

The knowledge we create together through collaborative

enquiry

Source:(NCSL, 2006) Louise Stoll

Evolving System Thinking


Module 1: Leadership for System Improvement

Module 2: Effective School Systems

Module 3: Capacity Building Practices

Module 4: Data Use Practices

Module 5: Instructional Practices

Module 6: Planning Practices

Agenda


Setting the Stage

System Leaders Make a

• Difference

Exploring Your Why

Leadership and Management

21st Century Leadership

Student Centred Leadership

Effective Schools

School Leadership Frameworks

Effective School Systems

System Leadership

Leading Change

Reflection

The Learning Environment


Strategies to Go


Reflection


Content Process Leadership Action

Feedback is a process that engages the learner in review, analysis, reflection, and planning of future action. When learners actively engage in constructing feedback rather than passively receiving feedback, they are far more likely to own the information generated and to take responsibility for future actions. (Killion)

Point Reflection


One point - Self reflection

Two point - Reflect with another person

Third point - Reflect on a third point (words, picture, quote)

Fourth point - Reflect on someone or something outside the room

Online Resource



In Ontario

Population 13 million

4,000 elementary, 900 secondary schools2 million students ( 2015) 95% of children in publicly funded schools27% of students born outside Canada – 80% non-English speaking

115,000 teachers + ECE in every kindergarten class ( 3 -21 years)

72 school boards / districts (Public, Catholic, French-language)

Vice Principals, Principals, Supervisory officers and Directors of Education

Publicly elected board of trustees for each districtParent Advisory Council

September to June ….194 school days… 300 instructional minutes per day

40 h volunteer work to earn graduation diploma

In Scotland

Population 5.37 million (2015)

Primary 2019 Secondary 360 Special 135 688,959 students (2017)4% independent schoolsGrowing diversity in school populations

54,734 teachers (2 – 18 years ) ECE

32 Local Authorities 6 Regional Improvement Collaboratives

Directors of Education, Heads of Service ,Quality Improvement Officers ,Head Teachers, Deputy Heads, Principals Teachers

Life Long Learning Committees - elected members Parent councils

August to June….195 … 22.5 h teacher contact time

Share with me

Elementary Outcomes: Achievement ResultsOver 170,000 more students at provincial standard

Overall Elementary Achievement Growth:

2002-03 to 2017-18

• 4 key levers for elementary reform:

1. Improving classroom teaching and learning

2. Improving school effectiveness

3. Leadershipcapacity building

4. Research and evaluation

High standards and expectations: Provincial Graduation Rate• 6 key levers for

secondary reform:

1. Leadershipinfrastructure

2. Engaging and relevant programming

3. Effective instruction

4. Focused Interventions for students at risk of not graduating

5. Legislation and policy development

6. Research, monitoring and evaluation

Graduation

rates have increased from 68% to 85.5%

190,000 more students have graduated than would have had rate remained at 68%

217,500 Additional Graduates

Teachers Make a Difference


School Leaders Make a Difference


https://thelearningexchange.ca/videos/ken-leithwood-leadership-for-the-future/

https://thelearningexchange.ca/videos/ken-leithwood-leadership-for-the-future/

System Leader Make a Difference Correlation Between District Leadership & Student Achievement


Replacing an “average” system leader with an “outstanding” system leader in an associated group of “average” schools could raise student achievement by 9.5 percentile points

0.24

School District Leadership that Works: The Effect of Superintendent Leadership on Student Achievement J. Timothy Waters, Ed.D. & Robert J. Marzano, Ph.D. (2008)

An average superintendent at the 50 th%ile in terms of his or her leadership abilities and leading a district where average student achievement is also at the 50th %ile.Increase the skills of the leader by one standard deviation to 84%ile.

Agenda


Setting the Stage

System Leaders Make a

• Difference

Exploring Your Why

Leadership and Management



Effective Schools

School Leadership Frameworks

Effective School Systems

System Leadership

Leading Change

Reflection

How Great Leaders Inspire Others


What

How

Why

"People don't believe in what you do but why

you do it“ Simon Sinek

Leadership is…


“ Leadership is the exercise of influence on organizational

members and diverse stakeholders towards the identification

and achievement of the organization's vision and goals.”

“ Leadership is second only to effective teaching among all school -related factors that impact student learning”

Leithwood(2009)



OECD

Vision and Goal Setting

Accountability

Collaboration

Distributed Leadership

Leadership Beyond School Walls

Strategic Resource

Fullan & Leithwood

Increased Accountability

Whole System Responsibility

Collaborative Culture

Differentiated Professional

Learning

Management and Leadership

Developing Other Leaders

Wagner - Harvard

Critical thinking and problem solving

Collaboration and leadership

Agility and adaptability

Initiative & entrepreneurialism

Effective oral & written communication

Accessing & analyzing information

Curiosity and imagination

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