instructional leadership workshop session 4

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Instructional Leadership Workshop

- How should we change our current practice in order to attain Quality Education for All learners? -

Presenter: Dr Muavia Gallie (PhD) Session 4

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1.1 SRC Example: Teacher

Attendance • No attendance system;• Tick next to name (!);• Sign their names;• Indicate ‘time in & out’;• Comments from Principal;• Number of days absent, latearrival, leaving early;

• Leave form submitted (24h);• Leave form processed;

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Self-Evaluation of SRC SRC 1 2 3 4 5

Teacher Attendance

Tick name

Sign name

Time in and out

Principal monitors daily

Absent submitted and processed

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SMS - present

SMS - Time in and out

Computer based

Swipe card

Finger-print

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1.2 Models of Teaching and Learning

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Peter Senge The Fifth Discipline, 1990

“In the long run, the only sustainable source of

competitive advantage is your organization’s ability

to learn faster than its competition.”

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A Learning Organisation ★ “Organization where people continually expand their

capacity to create the result they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together” - Senge 1990;

★ “A learning organization is an organization skilled at creating, acquiring and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights.” Garvin 1993;

★ A learning organization is an organisation that has an enhanced capacity to learn, adapt and change.” Gephart et al 1996.

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The Laws of the Fifth Discipline 1.  Today’s problems come from yesterday’s “solutions”; 2.  The harder you push, the harder they system pushes back; 3.  Behavior grows better before its grows worse; 4.  The easy way out usually leads back in; 5.  The cure can be worse than the disease; 6.  Faster is slower; 7.  Cause and effect are not closely related in time and space; 8.  Small changes can produce big results - but the areas of

highest leverage are often the least obvious; 9.  You can have your cake and eat it too - but not at once; 10.  Dividing an elephant in half does not produce two small

elephants; 11.  There is not blame. 7

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2.6 Components of Learning Organisation

1.  Systems thinking; 2.  Personal mastery; 3.  Mental models; 4.  Building shared vision; 5.  Team learning

The Fifth Discipline = Systems Thinking

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2.7 Systems Thinking •  The conceptual cornerstone that

underlies all of the five learning disciplines;

•  A discipline for seeing wholes; •  Seeing structures that underlie complex

situations; •  Seeing interrelationships rather than

linear cause and effect chains; •  Seeing processes of change rather than

snapshots.

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2.9 Personal Mastery •  The spirit of the Learning

Organization; •  Organizations learn only through

individuals who learn; •  Individual learning does not

guarantee organizational learning, but without it, no organizational learning can occur;

•  Personal Vision;

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2.9.1 Creative Tension

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2.9.2 Structural Conflict

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2.10 Mental Models •  Why Best Ideas fail; •  Conflict with deeply held internal

images of how the world works; •  Mental models determine how we

take action; •  Mental models are so powerful -

because they affect what we see.

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2.11 Shared Vision •  A Common Caring; •  A shared vision is a vision that

many people are truly committed to and it reflects their own personal vision;

•  Helps establish overarching goals; •  Provides a rudder to keep the

learning process on course when stresses develop.

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2.11.1 Getzels and Guba Model (when Role meets Systems Theory)

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2.11.2

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2.11.3 Five Basic Assumptions of Effective Schools

1.  The central purpose of a school is to teach; 2.  The school is responsible for providing the overall

environment; 3.  Schools must be treated holistically in terms of

instruction (unity); 4.  The most crucial characteristics of a school are the

attitudes and behaviours of the teachers and staff; 5.  The school accepts responsibility for the success

and failure of the academic performance of learners - all learners are capable of learning. 18

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2.12 Team Learning

•  The fundamental learning unit is the team;

•  Alignment - it is a necessary condition before empowering the individual will empower the whole team.

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2.12.1 Aligning the Team

A C B

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2.12.2

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2.13 Five Building Blocks (Garvin 1993)

1.  Systemic problem solving; 2.  Experimentation with new knowledge; 3.  Learning from experience; 4.  Learning from the experience and best

practice of others; 5.  Transferring knowledge quickly and

efficiently throughout the organization.

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2.14 Eleven characteristics of LO Pedlar et al 1995

1.  A learning approach to strategy; 2.  Participatory policy making; 3.  Information for learning at employee’s fingertips; 4.  Formative accounting and control; 5.  Internal exchange of ideas and information; 6.  Rewards for flexibility; 7.  Enabling structures with supportive systems; 8.  Boundary workers as environmental scanners

watching for change outside the organization; 9.  Inter-organizational learning; 10.  A learning climate; and 11.  Self-development opportunities for all.

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2.15 LO Assessment Tools Authors Tool Content Methodology

Watkins and Marsick Dimensions of LO Questionnaire

Leadership, structures, systems, communication, technology

Self-assessment (i.e. Organizational members assess the organization against criteria). Likert scale format.

Pedler, Burgoyne, Boydell

Characteristics of a LO Leadership, structures, systems, communication, technology, learning methods

Self-assessment. Likert scale format.

Dioxin Organizational Learning Competencies Survey Communication and Information systems


Nevis, DiBella and Gould

Organization Learning Inventory

Team learning, vision/ strategy/ structure communication

Assessment by researchers. Likert scale format.

Richards and Goh learning Organization Survey Learning processes, mission/ vision, processes, systems, leadership


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2.16 LO Scorecard: Logic Model

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2.17 The Learning Organisation ★  Encourages Continuous Learning ★  Promotes Access to Learning ★  Maximizes Information Sharing ★  Increases Flexible Access to

Training ★  Works Efficiently Using

Interactive Relationships ★  Sees the Big Picture ★  Shares a Common Vision

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3.1 Learning Activity Components

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3.2 Types of Learning Outcomes

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3.3 Teaching and Learning Models

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3.4 Assessment Task Type

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3.5 Assessment Task Technique

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3.5 Task Roles & Interaction

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3.6 Task Tools

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3.7 Assessment Techniques

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4.1 Pedagogy versus Androgogy Pedagogy Androgogy

It is the method of teaching children.

It is the method of teaching adults.

Learners are dependent. Learners are independent. Learners have less or no experience to share, hence teaching becomes didactic.

Learners are experienced, hence teaching involves discussion, problem solving, etc.

Learners learn whatever the curriculum offers.

The content has to be modified according to the learner’s need.

Teachers are required to direct the learner.

The learners are self-motivated. Learners need teachers’ guidance.

Learning is curriculum oriented. Learning is goal oriented.

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4.2 Adult Learning --

Facts Information

Asso

ciat

ion Feelings

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4.3 Motivational Learning

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4.4 Tacit versus Explicit Knowledge Characteristics Tacit Explicit

Nature Personal, context specific Can be codified and explicated

Formalization Difficult to formalise, record, encode or articulate

Can be codified and transmitted in a systematic and formal language

Development process Trial and error encountered in practice Explication of tacit understanding and interpretation of information

Location People’s mind Documents, databases, web pages, e-mails, charts, etc.

Conversion process Converted to explicit through externalization that is often driven by metaphors and analogy

Converted back to tacit through understanding and absorption

IT support Hard to manage, share, or support with IT

Well supported by existing IT

Medium needed Needs a rich communication medium Can be transferred through conventional electronic channel

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4.5 Why do people not share what they know?

Causes Cultural Reward Knowledge hoarding is considered a source of job security

Fear of not getting credit and suspicion

Loss of ownership of expertise

Fear of making mistakes

Lack of comprehension of value of possessed knowledge

Lack of time to share insights, knowledge, “war stories” and experiences

Lack of knowledge sharing mechanisms

Unwillingness to use existing technology to share knowledge

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4.7 Knowledge Management Benefits

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4.8 Knowledge Management Dimensions

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Learning Signature (Business Lab, 2002)

Attribute: • is taking place; • is unused or unconsidered; • has a barrier.

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Activity •  Please study the ‘learning signature’ of Business

Lab; •  Copy the design on an A4 page; •  Indicate with three different colours, which of these

activities are ACTIVE, NOT IN USE, and HAS A BARRIER.

•  For activities which are Active, indicate on a scale of 1 (low) and 5 (high), the level of activeness; and

•  For activities which have barriers, indicate the nature of the barrier.

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Levels of Time

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Activity

• Use the ‘level of time’ design in the previous slide, and design backwards from ‘school year length’ in order to calculate the actual ‘Academic Learning Time’ at your school for 2010.

5 (five) Successful Change Steps

[Planning]

5 (five) Turn Around Phases

[Process]

16 (sixteen) Principle Issues [Inputs]

16 (sixteen) Deliverables

[Outputs]

8 (eight) School Readiness

Components [Planning] 6 (six)

Curriculum Management

Design [Input] 4 (four)

Closing the Gap BEAR

[Process]

6 (six) Sustainability

Model [Outputs]

TAS

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Focus of the Conversation TIME (Teachers) 1.  Academic Year 2.  Academic Quarter 3.  Academic Month 4.  Academic Week 5.  Academic Day 6.  Academic Period 7.  Teaching time 8.  Learning time 9.  Learner success

CURRICULUM (SMT) 1.  National Educational Goals 2.  Provincial Curriculum Goals 3.  District Implementation Goals 4.  School Instructional Goals 5.  Faculty Teaching Goals 6.  Classroom Culture Goals 7.  Teacher Assessment Goals 8.  Learner Life Goals

CONTEXT (Learners) •  Grade •  Support •  Culture & Climate •  Urgency •  Focus/Commitment

Imagine this! •  End of this year – identify 1000 learners in one

district, from a few schools, who failed; •  Ask the court for answers from education on the

following: 1. How much teaching and learning time the learner

has been given in the particular subject for the year?;

2. When was the learner identified as ‘at risk’ to fail?; 3. What was the intervention strategy to prevent him/

her from failing? 4. Etc.

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TIME - School Academic Year Teaching Academic

Learning Time Learning

Engaged Time Instructional Time

Allocated Time School Day Length

Attendance for the Year School Academic Year

Calendar Year

Do the Maths!

Academic Year - SRC 4 –

Annual Planning

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Head of Department

(202) 198

1st Term 52 (54)

2nd Term 48

3rd Term 53

4th Term 45 (47)

Principal

Deputy Principal

Teacher

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School Academic Year •  202 days for teachers; •  198 days for learners; •  40 weeks per year; •  34 weeks for teaching and learning; •  8 weeks for administration and others; •  .. •  202 x 7 hours = 1414 hours per year; •  Basic Conditions of Employment Act =

1800 hours

Basic Conditions of Employment Act of 1997, p.8

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Academic Quarter

1 2 3 Comments

1st Term January February March Holiday 1 • Identify Learners at Risk • Intervention strategy • Teacher reflection

2nd Term April May June Holiday 2 • Identify Learners at Risk • Intervention strategy • Teacher reflection

3rd Term July August September Holiday 3 • Identify Learners at Risk • Intervention strategy • Teacher reflection

4th Term October November December Holiday 4 • Identify Learners at Risk • Intervention strategy • Teacher reflection

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Academic Month

MON TUES WED THURS FRI SAT SUN

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30

Being absent from School (policy is only step 1)

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Academic Week

LEGAL REQUIREMENTS Grade 3 = 25

Grade 4-6 = 27.5

Grade 7-9 = 27.5

Grade 10-12 = 27.5

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OECD Report 2008, p.174 - Organisation for Economic Cooperation and Development -

OECD Report 2008, p.174

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Academic Day

5 min 5 min 5 min 5 min 5 min 5 min 5 min 5 min 5 min 5 min 5 min 5 min

1 2 3 4 5 6 7 8 9 10

2 min 2 min 2 min 2 min 2 min 2 min 2 min 2 min 2 min 2 min 2 min 2 min

Periods per Day

Flying on an Aircraft! Playing a Soccer match!

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Use most of the time on ‘what

learners need to learn at the end’!

Written Curriculum (100%)

Taught Curriculum (70%)

Assessed Curriculum (30%)

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Influences on Achievement

John Hattie

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1.0REVERSE

Developmental

Effects

Typical

Teacher

Effects

ZONE OFDESIREDEFFECTS

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The Disasters ...

John Hattie

Rank Category Influence Studies Effects ES

100 Mobility (shifting schools) 181 540 -.34

99 Retention 207 2675 -.16

98 Television 31 235 -.14

97 Summer vacation 39 62 -.09

96 Open vs. traditional 315 333 .01

95 Multi-grade/age classes 94 72 .04

94 Inductive teaching 24 24 .06

93 Reading: Whole language 64 197 .06

92 Perceptual-motor programs 180 637 .08

91 Out of school experiences 52 50 .09

70 70 John Hattie

The Winners ...Rank Category Influence Studies Effects ES

1 Self-report grades 209 305 1.44

2 Absence of disruptive students 140 315 .86

3 Classroom behavioural 160 942 .80

4 Quality of teaching 141 195 .77

5 Reciprocal teaching 38 53 .74

6 Prior achievement 3387 8758 .73

7 Teacher-student relationships 229 1450 .72

8 Feedback 1276 1928 .72

9 Providing formative evaluation toteachers 21 21 .70

10 Creativity programs 658 814 .70

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Teaching or WorkingConditions?

John Hattie

Teaching ES Structural/Working Conditions

Quality of teaching .77 Within class grouping .28

Reciprocal teaching .74 Adding more finances .23

Teacher-student relationships .72 Reducing class size .21

Providing feedback .72 Ability grouping .11

Teaching student self-verbalization .67 Multi-grade/age classes .04

Meta-cognition strategies .67 Open vs. Traditional classes .01

Direct Instruction .59 Summer vacation classes -.09

Mastery learning .57 Retention -.16

AVERAGE .68 .08

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Quote

Education's purpose is to replace an

empty mind with an open one.

• Malcom S. Forbes

Motivational … period!

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