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Leading and Monitoring Today’s Learning Schools

Presented by:Beverly Freedman @look2leadersKaren Grose @kgrose2Mike Borgfjord @Borg135

December 8, 2015

2The Canadian Education System

3How do we ensure equity, inclusion and quality?

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4What kind of citizens does the 21st Century need?

5What is Authentic Learning?

Participants will:

• Explore the research and evidence that define the key attributes of learning today

• Examine the key traits of successful leaders of learning including securing accountability and feedback

• Co-­construct the characteristics of authentic learning environments

• Identify models and indicators for creating evidence based learning systems

• Explore feedback to staffs to move to the next steps

6Learning Intentions

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7Learning Today

Learning Today Is…AuthenticCollaborativePersonalizedTransformativeComplexSocial

Shifting from Teaching to Learning 8

Shifting from Teaching to Learning 9

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10Growing Forward

Digital Interconnected World

• 1.3 billion active users on Facebook – if it was a country it would be #2

• 5.9 billion searches on Google/day

• # of text messages is 2 times the total population of the earth

• 10 billion internet devices in 2012 (1984 it was 1,000)

• 90% of world data has been generated in the last 2 years

• Researchers predict 65% of students in grade 1-­8 will hold jobs that currently don’t exist (MacArthur Foundation Digital Media, 20120

• They will hold 10-­14 jobs by 38 – US Department of Labour, 2014

• Between 2005-­2012 – 35% of US couples met online

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Globalization and Modernization

• “Routine, rule based knowledge, which is the easiest to teach and test is the easiest to digitize, automate and outsource” (OECD, 2012, p.34)

• Traditional and discrete bits – now integrated and synthesized

• Personalize the experiences – unique to the user

• Increase accessibility & connectivity – leading from the middle

• Build empathy community and shared purpose

• Changing Change Management, Ewenstein, Smith & Sologar, McKinsey, 2015

Changing Demands and Expectations 12

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“Leading Learning Organizations”

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Fullan, 2013

What are the key leadership traits?What does it mean to be a Learning Leader?What else as a Learning Leader in a Digital Age?Share ……….

• Be supportive

• Champion desired change

• Communicate prolifically and enthusiastically

• Develop others

• Develop and share a common mission

• Differentiate among followers

• Facilitate group collaboration

• Foster mutual respect

• Give praise

• Keep group organized & on task

• Make quality decisions

• Motivate & bring out the best in others

• Offer a critical perspective

• Operate with a strong results orientation

• Recover positively from failures

• Remain composed & confident in uncertainty

• Model organizational values

• Seek different perspectives

• Solve problems effectively

Behaviours of Corporate Leaders: Top 3 or 4 14

Practices

• Shared vis ion and mission

• Set high expectations

• Recognize & reward achievement

• Role model desired practices & beliefs

• Design and manage teaching & learning

• Model being a co-­learner

• Monitor & Observe

• Establish effective teams

• Preserve the instructional core

• Connect to parents & community

Leaders Role

Attributes/Beliefs

• Prime focus is improving achievement

• Be resilient and persistent in achieving your goals

• Take risks, adaptive behaviours

• Recognize & adapt to the context

• Develop deep understandings – be self-­aware

• Optimistic and enthusiastic

• Marzano, McREL, 2010-­2015

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According to the OECD, Effective School Leaders:• Coordinate the curriculum & protect teaching program• Promote teacher learning that aligns to student learning using collaborative learning communities – shared leadership & accountability

• Support student-­focused schools/systems with academic optimism & growth mindsets on increasing learning/achievement

• Monitor teacher practice providing useful formative feedback for growth`

• Evaluate teacher practice with useful feedback• Classroom observations (intentional, ongoing, visible focused on learning), interviews, data analysis and documentation

16Preparing Teachers & Leaders for the 21st CenturyOECD, 2012

• Improving schools establish networks with other schools –across family of schools and/or districts – problem solving through intensified process of interaction, communication & collaboration, p.20

• Blend vision and values, knowledge and understanding and personal qualities and attributes including social and communication skills

• http://www.oecd.org/site/eduistp2012/49850576.pdf

17Preparing Teachers & Leaders for the 21st CenturyOECD, 2012

• Adapted from OPC Preparing Principals for the 21st Century, 2015 OLF for school and system leaders to consider

18Three Critical Leadership Skills

Know & Connect-­ability

Do & Sustainability

Mobilize-­ability

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Big Idea Question:

• What kind of leadership do schools/systems need to embrace the 4 C’s?

• (Critical Thinking and Problem Solving, Creative Thinking and Innovation, Collaboration, and Communication)

21st Century Leadership 19

Deeper Learning

Vision and Clear Focus

Knowledge

Integrative thinking

Relational Trust

Interdependent Leadership

Evidence Informed

Community Partnerships

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Ethical Leadership

“Part of Professional ethics is about preventing harm in the practice of the profession.”

Robert Starratt, 2011

Affirming Presence Enabling Presence Critical Presence

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How do you build a collective vision? 22

Data Knowledgeable 23

Using Data

“The meaning that comes from data comes from interpretation, and interpretation is a human endeavour that involves a mix of insights from evidence and the tacit knowledge that the group

begins to the discussion.”

Steven Katz

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Leaders of Professional Learning 25

Our Caveat! –Enabling, Affirming and Critical Presence!

"The essence of the problem with walkthroughs is that what is most visibly apparent are activities and tangibles, and

participants tend to hang on to these observables without an understanding of the underlying knowledge -­ the why behind

the observable."

p. 28 Intentional Interruption, Steven Katz

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Purposes for Learning 27

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Essential Questions 28

Learning Strategies 29

Building Professional learning Teams 30

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From Vision to Action 31

• Observational data gleaned from purposeful & regular classroom visits are an important data set. They provide school leaders with information to determine if the intended curriculum is the taught curriculum, if the taught curriculum is in alignment with the school improvement plan, and if there is sufficient coherent effective practices among teachers to impact achievement.

• Additionally, the observations enable school-­based leaders to provide pedagogical feedback to teachers to improve practice to impact student learning. They are formative.

32Why Intentional Observational Data?

Tasks involving and/or questions posed to students during the observations. Often demonstrating understanding.

Instructional Strategies.

Design of the classroom – resources, cuing systems –Learning Goals, Rubrics/Success Criteria, Academic Vocabulary, anchor charts, desks, technology.

Eye of the Learner. Engagement.

33TIDE

TI

D

E

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Using the TIDE frame, thinking about leading change and maximizing impact in 21st century classrooms, in your groups what would be the indicators and look-­fors:

• Task• Instructional Strategies• Design as Learning Space• Eye of the Learner

v As we progress, write indicators on the post-­it notes. We will place on chart paper & share

34Indicators & Look-­fors

“We expect schools to educate our children to become critical consumers of internet services and electronic media. And we expect them to raise awareness about the risks that children face online and how to avoid them”.

In 2012, 96% of 15-­year-­old students in OECD nations & economies reported that they have a computer at home;; however only 72% reported that they use a desktop, laptop or tablet computer at school. For some, fewer than one in two students reported doing so. These students aren’t accessing the digital age. (Programme for International Student Assessment – PISA)

The evidence from the international assessments indicates that it is more important that students first “attain baseline levels of proficiency in reading and mathematics” to equalize opportunities & skills for a digital age than expanding or subsidizing access to hi-­tech devices and services.

Andreas Schleicher -­ http://www.bbc.com/news/ busin ess-­ 341 74 795

Digital Literacy and PISA 35

Task -­PISA In Focus #55: What gives students the edge? (OECD, 2015)

• There are 2 distinct skills – in terms of ease and confidence in understanding, drawing inferences, navigating, following directions for reading and reading on line. Authentic problem solving.

• Plan & execute a search & evaluate the usefulness of information• Most selective when navigating on line• Had to select a series of browsing sequences• Assess links before clicking for task relevance• Follow the sequence of relevant links• Persistent task-­orientated browsing of task-­relevant sites• 10% had limited to no web-­browsing skills

http://cmec.ca/Publicatio ns/Lis ts/Pu blicatio ns/Att achme nts/3 24/A Matt ers _No 6_EN_W eb. pdf

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1 Explore in a limited way, s imilar s ituation, straightforward problemssimple solutions

2 Explore an unfamiliar problem & understand a small part, test s imple hypothesis, solve for a s ingle constant, monitor some progress (self-­assessment)

3 Handle information presented in several contexts and formats, infer reasonable relationships between a few variables, they can plan ahead, monitor, devise tests to confirm or refute an hypothesis, use simple digital devices

4 Explore moderately complex problems, identify links among components, control moderately complex digital devices, can plan a few steps ahead and adjust given a changing goal or conditions

5 Systematically explore complex problems, understand structure of problems, retrieve relevant information to find best strategy, confirm answers

6 Develop complex mental models of diverse problems, solve effic iently and accurately, use complex digital devices, set hypothesis, modify taking in constraints

37PISA Problem Solving Matrix

1. Singapore (562)

2. South Korea

3. Japan (552)

4. Macau (China)

5. Hong Kong (China)

6. Shanghai (China) (536)

7. Taiwan

8. Canada (526) –Ontario ranked above Canada at 528

9. Australia

10. Finland

11. England

12. Estonia

13. France (511)

14. Netherlands

15. Italy

16. Czech Republic

17. Germany

18. United States (508)

19. Belgium

20. Austria

21. Norway (503)

38Problem Solving PISA

• Direct instruction

• Grouping –whose choice

• Teacher as facilitator

• Modelling

• Questions and Answers (wait time, response, who is selected, complexity),

• Use of formative assessment & feedback by teacher –mainly oral

• Using student self and peer evaluation/feedback

• Ratio teacher to student talk?

• Using digital strategies-­ teased out

• Co-­creation – rubrics, anchor charts

www.deansforimpact.org

39Instructional Strategies –video clips

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40Design -­Norwegian Secondary School

41Design

42Design

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43Invite Collaboration

44Reading

45Intermediate Examples of Learning Goals & Success Criteria

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46What is Student Voice?

• 82% of Canadian grade 5 students report being intellectually engaged and by grade 8 it drops to 57%.

• Interest & motivation (47%).effort (70%), relevance (52%), rigor (59%).

• Engagement drops from 95% JK/SK to 37% in grade 9 and 45% in grade 12

• 71% have a sense of belonging or are socially engaged and 68% participate in clubs, sports. 47% complete homework.

• Institutional Engagement -­ Value the outcomes of school (71%), regularly attend (65%)

• Tell Them from me, CEA, 2011

47Research –Engagement

• Choice• Agency• Ownership• What is the difference between teacher directed and student directed if students are actively participating in the task?

• How would you know when you are in classrooms?

48Components of Student Voice: Who owns the Learning?

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49Evidence –What do you hear about student voice?

Deep Pedagogy

Knowledge for Change

Digital Learning

50Interconnected & Intentional

FEEDBACKFor Leaders and Teachers about impact and progress and growth. It should cause thinking.

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• For effective practices to happen intentionally and coherently in classrooms with students, it helps teachers to experience the strategy first. Do teachers believe that they are treated respectfully, and do they perceive that their opinions count? Gradual release of control happens when leadership and accountability are distributed. Often, staff learning does not involve complexity and rich tasks. If intellectual stimulation of adults generally isn’t happening in schools, it is hardly surprising that most learning for students is at the knowledge and recall stages.

• Monograph – p.14-­15 –Self-­Assessment• Making Time –Principals want to know

52Moving Forward

• 54% believe there are meaningful professional development opportunities for them

• 63% say they set yearly goals with their principal

• 53% believe they have a voice in decision-­making at schools

• 60% believe admin collectively are willing to listen to teachers

• 44% believe that there is effective communication among adults

• 64% of students believe teachers respect them & 91% of teachers believe that students respect them;; however 43% of students report that they respect teachers

• 69% of teachers feel comfortable is raising issues at faculty meetings and 63% of students feel comfortable in asking questions in class

• 52% of students believe teachers care if they are absent;; 43% of students believe school is boring

Teacher Voice Report, 2010-­14, Quaglia Institute

53Teachers’ Voice

Where are we going?

How do we assess our progress?

How will we get there?

What do I need to get there?

How do I know who is with us?

How do we monitor & sustain change?

Adapted from OPC Preparing Principals for the 21st Century

54Questions for School Leaders

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What would be your “I” statement?If I…, then…

In conjunction with TLW in Action p.16 Monograph

Useful Websites

• www.edu.gov.on.ca –Ministry of Education, Ontario

• www.eqao.com– Education Quality and Assessment Office –testing agency

• www.opc.ca –Ontario Principals Association• www.learnteachlead.ca – resources available for schools and educations

• tvo.org/TeachOntario – TVO• Knowledge Mobilization• http://www.pz.harvard.edu/projects/catalyst-­developing-­technology-­for-­education -­ Project Zero

• www.wolframlpha.com– Search tool

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Refining your practice is like…Engine Repair in Flight

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Contact Information

Dr. Beverly FreedmanEducational AdvisorE: bevfreedman@iteach.caTwitter: @learn2leaders

Dr. Karen GroseVP, Digital Education, TVOE:kgrose@tvo.orgTwitter: @kgrose2

Mike BorgfjordSuperintendent/CEO,SRSDE: Mborgfjord@srsd.caTwitter: @Borg135

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