leading ole learning-centred leadership session 1

Leading OLELearning-centred Leadership

Session 1

Other Learning Experiences (OLE)

and

Student Learning Profile (SLP)

in

New Senior Secondary Curriculum

源起篇

Reforming the Academic Structure forSenior Secondary Education and Higher Education

- Actions for Investing in the Future (EMB, Oct 2004)

Other Learning Experiencessuggested time allocation breakdown over 3 years

1. Aesthetic Development (e.g. music lessons, art performance)

5% 135

2. Physical Development (e.g. P.E. lessons, sports)

5% 135

3. Moral and Civic Education (e.g. form tutor lessons, religious education periods)

5% 1354. Community Service (e.g. visiting elderly homes, community projects)

5. Career-related Experiences (e.g. career talks, job shadowing)

Minimum Hours

15% 405Suggested Minimum

Do you agree that other learning experiences

should be included as a component of the curriculum ?

Agree, 63%

No Opinion,9%

StronglyAgree, 21%

StronglyDisagree, 1%

Disagree, 6%

Strongly Agree + Agree = 84 %

Do you agree that the achievements, qualifications and other learning experiences of a student throughout the years of senior secondary schoo

ling should be recognised by means of a student learning profi

le ? (476 schools)

Agree, 69%

Strongly Disagree,

1%

Strongly Agree,

18%

Disagree, 4% No Opinion, 8%


Do you agree that universities should use broader admission criteria, e.g.

components in student learning profile?

Agree, 61%

No Opinion,12%

StronglyAgree, 21%

Disagree, 6%

StronglyDisagree, 0%


The New Academic Structure for Senior Secondary Education and Higher

Education – Action Plan for Investing in the Future of Hong Kong

(EMB, May 2005)

Understanding OLE and SLP

解碼

Value &Attitude

Generic Skill

Building on Strengths of Basic Education: The Whole Curriculum Framework (Coherence,

Fullan)4 Core Subjects:

Chinese Language,English Language,

Mathematics,Liberal Studies

(45-55%)

2-3 Elective Subjects out of 20 subjects or out of courses in Applied

Learning

(20-30%)

Other Learning Experiences including moral and civic education,

community service, aesthetic and physical

development, career-related experiences

(15-35%)

P1- S3

NSS

Moral and Civic

Education

Moral and Civic

Education

Intellectual DevelopmentIntellectual

DevelopmentCommunity

ServiceCommunity

Service

Physical & Aesthetic

Development

Physical & Aesthetic

Development

Career-related Experiences

Career-related Experiences

General Studies

for example…for example…

Other Learning Experiences(suggested time allocation breakdown over 3 years)

1. Aesthetic Development 5% 135

2. Physical Development 5% 135

3. Moral and Civic Education

5% 1354. Community Service

5. Career-related Experiences

Minimum

Hours

Time Arrangement of Other Learning Experiences(OLE)

• OLE could be arranged within and outside normal school hours.

• Instead of rigidly allocating lesson time into a fixed number of lessons per week/ cycle, schools are encouraged to have an overall and flexible planning of lesson time for students throughout the three years of senior secondary education.

For example……..

For example:

• Aesthetic Development and Physical Development are most likely implemented in the form of structured lessons.

• Moral and Civic Education would commonly make use of the class teacher’s periods or assemblies. They could be flexibly built into both ‘weekly/ cycle’ timetable and other timeslots (e.g. a weekday afternoon, after school or on Saturday) to ensure that students could have full opportunities to gain the experiences.

• Career-related Experiences and Community Service could also be arranged after-school, during post-examination period, on weekends, before or during vacations if required.

School examples…..

Example of OLE time planning

School A using a ‘minimum threshold approach’ in OLE time planning

Mode A: OLE implemented through timetabled lessons

Mode B: OLE implemented through special days on school calendar

Mode C: OLE implemented through specific school policies on co-

curricular activities

Regular & ‘For all’

‘For all’

Wide-spread & voluntary

Example of OLE time planningSchool A using a ‘minimum threshold approach’ in

OLE time planning (Step One- Mode A only)

Physical Development

(45 hr)

2 periods 37 hr

Aesthetic Development

(45 hr)

1 period (Music lesson) 19 hr

MCE, CS, CRE

(45hr)

Morning assembly (4 half periods; Assembly (1 period); Religious Studies/ Class teacher period (1 period)

58 hr

Total

(150 hr)

114 hr (11.4%)

School A using a ‘minimum threshold approach’ in OLE time planning (Step Two- Mode A & B)

Physical Development

2 periods

Special Days (e.g. Sport Days – 1.5 day)

37 hr

12 hr

Aesthetic Development

1 period

3 half-day programmes for Arts & CreativityIn-school Music festival (for all)In-school Drama competition (for all)

19 hr

9 hr

10 hr

10 hr

MCE, CS, CRE Morning assembly (4 half periods; Assembly (1 period); Religious Studies/ Class teacher period (1 period)

+ CRE &CS activities (e.g. career talks)for all students

58 hr

10 hr

Total (150 hr)

165 hr (17%)

OLE time planninga ‘minimum threshold approach’

“Do”s

• There is usually no need to go into Mode C.

• Schools should plan Mode C effectively to ensure sufficient range of opportunities for students to extend their interests and learning.

•Consider school policies to ensure coverage of OLE (e.g. CS) of individual students (i.e. provisions for all, e.g. different service programmes under Community Service).

OLE time planning

“Don’t”s

• Schools should not consider using Mode C, in replacement of allocating OLE time into timetable and calendar.

• Do not fit events/ days just for the sake of meeting up OLE time requirements.

Why OLE? Expected Outcomes of OLE

Whole Person Development: A balanced development Chinese virtues (Ethics, Intellect, Physical development, Social skills and Aesthetics)

Complement the examination subjects/ career-oriented studies

Building up life-long capacities:

To nurture informed & responsible citizenship

To respect for plural values

To adopt a healthy living style

To develop career aspirations and positive work ethics

The Conceptual Framework of Other Learning Experiences in New Senior Secondary Curriculum

Suggested forms of experience

※ Discussion in class teacher periods

※Participation in student organizations

※National education courses/programmes School assemblies

※

Suggested forms of experience

※ Learning different art forms through formal lessons

※ Community arts activities such as attending concerts,

visiting art galleries and museums

Suggested form

s of experience

※

Workplace guided visit

Job shadowing

※

※

School-B

usiness partnership programm

e C

areer talks

※

※

Project learning on future careers

Suggested forms of experience ※ Visit the centres for the deprived communities

※ Be a member in a uniformed group regularly serving the community ※ Clean HK campaigns

Sug

gest

ed fo

rms

of

exp

erie

nce

※

Stru

ctur

ed P

E le

sson

s

※

Spo

rts d

ays

School

Overseas

Natu

ral

En

viron

men

t

Religious

Organizations

Internet Industrial and Commercial Organizations

Fam

ilyS

ocia

l Ser

vice

Org

aniz

atio

ns

and

Gro

ups

Peer

Mass Media

Phy

sica

l Dev

elop

men

t

Aesthetic DevelopmentMoral and Civic Education

Career-related E

xperiences Community Service

Generic Skills

(e.g. Creativity,Collaboration

skills, etc.)

Seven CoreValues

(e.g. Perseverance, Respect for

Others, Responsibility, National Identity, Commitment), Caring,

＆ Integrity

To become active, informed and responsible

citizens

To respect for plural values

To adopt a healthy living style

BuildingLifelong

Capacities

To develop career aspirations and positive work

ethics

Seven Core Values:• Perseverance• Respect for Others• Responsibility• National Identity• Commitment• Caring• Integrity

Generic Skills:e.g. • Communication• Creativity• Critical Thinking• Collaboration

Through these learning experiences, to nurture…

OLELeadership

Co-ordinators

統籌工作

OLE!

ROLES of an OLE Co-ordinator

An advocate

Promoting the importance

A conductor

ArtPE

MCE CS

CRE

Coherent making and Liaising different people to work effectively


An Innovator

Transforming ‘old’ things to ‘new’


An Explorer

Trying out new things and at the same time, ‘dropping’ some old ways


A Learner, QC & Researcher

L

Monitoring quality and planning for improvement if necessary


Forming a co-ordinating Team

Auditing the existing

Filling the gaps (‘do’s and ’don’t’s)

Communication strategies (in and out of schools)

Making good use of resources & partnerships

Monitoring/ celebrating the quality of programmes

A Learner, QC & Researcher

…

A ConductorAn Advocate

An Innovator

An Explorer

‘Getting Started’

Suggestion

陽曆：十月三十一日星期二

陰曆：九月初十癸巳水觜危日

生肖相沖：豬

宜：嫁娶、納采、移徙、赴任、動土、上樑、安床、栽

種

忌：詞訟、遠行

十二時辰吉凶：子吉、丑中、寅中、卯吉、辰凶、巳吉、午中、未

凶、申吉、酉中、戌吉、亥凶

喜神：東南

財神：

正南

鶴神：在天

空亡：未亥

OLE Planning

•Forming a coordinating team

•Auditing the existing

•Filling the gaps

•Communication strategies

•Tapping the resources/ partnerships

•Monitoring the quality

Some common Myths/ Misunderstandings about OLE & SLP

OLE = ECA SLP is assessment

All OLEs have to be highly-structured and in the lesso

n timetable

‘OLE entitlements’ mean everyone have to participate the sam

e programmes

OLE does not include ECA

Only teachers could take up OLE

CS means visits to Elderly homes

OLE needs

grading

OLE means abolishing PE lessons

CRE means only work attachment

Related experiences gained from subjects do not count

Experiences gained from ECA has less quality

SLP requires reflection or portfolio

Meeting hours requirement is all we need in OLE

Heroic

Charismatic

Authoritarian

Transformational

Primal

Strategic

Transactional

Situational

Coercive

Visionary MoralProfessional

Principle-centred

“Three-D”

“Level 5”

Inclusive Invitational

Collaborative

Instructional

Student

Learning-centred

Servant

Democratic

Bottom-upTop-down

Leadership

Distributive

Slightly ‘top down’

Slightly ‘bottom up’

A spectrum of different leadership styles

Adapted and modified from ‘The Leadership File’ (2003), MacBeath, J

Professional Learning

System Learning

Student Learning

School contexts

Community contextsPolicy and professional

contexts

Learning-centred Leadership in OLE: Three Learning Agendas & Contexts

Learning-centred Leadership Establishing a focus on learningBy persistently and publicly focusing their own attention on learning (teaching) in OLE Building professional learning communitiesBy nurturing work cultures that value and support their colleagues’ learning in OLE Engaging external environments for matter of learningBy building relationships and securing resources from outside groups that can foster

students’ or teachers’ learning in OLE. Acting strategically and sharing leadershipBy mobilizing effort along pathways that lead to student, professional or system

learning and by distributing leadership across levels and responsibilities in OLE Creating coherenceBy connecting student, professional and system learning with one another and with

learning goals of OLE

How could this programme be improved?

Sharing reflection?

‘What have I learned in this OLE activity?’

Students & teachers

Networks, agencies, groups, parents, …

Helps learning in OLEAny systemic change needed to improve OLE?

‘Anything (themes, entry points, values, skills)that

connects well with different levels?

Distributed Leadership More than shared leadership or delegation Involves formal and informal leaders Web of leaders; connected leadership It is interaction that matter; not roles and positions

‘Leader-ful Community’‘Leader-ful Organisation’

Outcomes:

• People have contribution to make

• Willing followers

• More sustainability

LCL in practice: reflection questions of OLE

What would be the guiding principles in designing/ planning my school-based OLE?

Any possible approaches and models that I could learn from the ‘external world’?

How could I go from here to there? What are certain and what are still uncertain? What sort of things the school should do it anyway?

Do my colleagues know what I know? How could I share with them?

4 ‘Getting Things Started’ Questions

1. What are the existing practices that have already met the OLE requirements? What are the ‘gaps’ and areas that need future development? What would be approach to fill these gaps?

2. Does the school have any policy or measure to provide sufficient flexibility to those OLE programmes organized within and outside normal school hours?

3. Any key players in the school needs to work with/ alongside, to lead OLE ?

4. What would be the plan (timeframe, structure and programme) to make this work? How do these plan communicate to staff?

e.g. Audit

e.g. Control measures

e.g.Collaboration

e.g. Action plan

leading ole learning-centred leadership session 1

Documents