reframing the role of norwegian school leaders - ks - ks

AERA 2019

B. Freedman, A. Iversen,

AERA, 2019, Reframing the Role Norwegian Leaders

Municipalities and County Council participating in Learning Walks 2014-2019

Hemsedal

Nedre Eiker

Hol Krødsherad

Sigdal Ål Lier Ringerike

Modum

Gol Ål Hole Nes Hemsedal

Flå

Kongsvinger

Telemark County

Vestfold county

Larvik

Færder Tønsberg

Re Horten Holmestrand

Sande Porsgrunn

Sandefjord

Skien

Sør-Odal

Grue Eidskog NordOdal

Åsnes Bamble


Founded in 1972, when previous organizations merged

All 426 municipalities and 19 counties are members

KS works with local municipal/county leadership

In Norway, education falls within the municipal/county governance and in that way KS advocates, informs and provides mechanisms for building capacity


“ . . . about the courage, capacity, curiosity and commitment to work with, learn from and give voice to the ‘other’.” - Gianpiero

Petriglieri of Insead, France

AERA, 2019, Reframing the Role

Norwegian Leaders

The quality of an education system cannot exceed the quality of its teachers and principals, since student learning is ultimately the product of what goes on in classrooms”


Early Intervention & Quality in Schools

Norway


While Norway’s results in the OECD’s Programme for International Student Assessment (PISA) are at or above the OECD average depending on the subject, these outcomes are not considered satisfactory given Norway’s high levels of spending on education.

This national agenda is coupled with efforts to build up capacity at all levels and support networking among schools and school owners to strengthen collective learning. OECD

B. Freedman - OISE/2015 AERA, 2019, Reframing the Role

Norwegian Leaders

Research &

Evidence Based

Go to the

Field

Expert

Voices

Question

Challenge



• Continuous learning • Inquiry and dialogue • Collaborative team learning • Empowerment • Leadership • Systems that capture and share learning • Strategic leadership

Source: The Meaning of Organizational Learning: A Meta-Paradigm Perspective, HR Development Review 2015, Vol. 14(3)

In his book, The Principal: Three Keys to Maximizing Impact, he discusses the need to “reposition the role of the principal as overall instructional leaders so that it maximizes the learning of all teachers and in turn all students.” (p. 6) The learning leader models learning and simultaneously “shapes the conditions for all to learn on a continuous basis.” (p. 9)


Collaboration between the Norwegian Association of Local & Regional Authorities (KS) and OISE/UToronto

Four years of Norwegian school leaders visiting OISE/UToronto (3 times) and workshops with practicum classroom visits by Dr. Bev Freedman, Evelyn Wilson and ◦ Integrate focused classroom observation with

feedback on student learning ◦ Equity ◦ Collaborative inquiry and building professionalism

and coherency across the municipality/kommune



Day Content

One Review the research on leadership & organizational learning Review the evidence/effective practices for school-based leaders Discuss ways to build shared accountability and collaboration Examine the Norwegian results on international assessments Rational for purposeful visibility in classrooms and observational walks Introduce the TIDE Frame

Onsite Visit - briefing by the host school Observe classrooms using the TIDE FRAME Debrief the observations & TIDE Frame in teams Develop feedback and a suggestion for focus

Two Review the TIDE Frame Onsite Visit - Briefing by the host school Observe classrooms using the TIDE FRAME Develop descriptive feedback for the school Discuss issues of improving schools and school systems and the role of learning leaders

Discuss enablers and barriers to intentional classroom visibility Role of effective school-based leaders in creating collaborative, trusting cultures & dealing with resistance. How to incorporate instructional leadership with school development to move forward

To increase the instructional leadership tools of school-based leaders, as they apply to observation of student learning, analysis, feedback and the use of observational data, when layered & combined with other data sets, so they can influence the work of teachers to impact student learning by “walking & talking & learning”.

To understand the complexity and richness of students’ tasks & questions & their varying abilities to move to mastery.

To learn to deconstruct observational data as one data set, looking for patterns and opportunities for teacher inquiry.

◦ (Ontario’s Leadership Framework) AERA, 2019, Reframing the Role

Norwegian Leaders

Review the current research on effective student centred instructional practices to influence student engagement & learning

Consider how to develop growth mindset and engagement in teachers & students

To develop the school’s leadership team’s processes to provide more timely effective descriptive feedback to teachers blending learning & monitoring & feedback

Integrate observations and other data into school development planning

Begin planning to introduce strategies in your school/municipality


Learning &

Monitoring to

Impact Practice

Observe &

Describe

Build

Understandings

to Explain

Consider other

possibilities

Use & Layer

Data to make

Connections

Impact

Practices to

Impact

Learning

Curious


Oppgaver gitt og / eller spørsmål stilt til elevene under observasjonene


Didaktisk strategi – lærerens rolle

Øye for eleven. Er eleven engasjert eller oppmerksom eller har tilpasset seg.

Design av klasserommet ressurser, systemer, læringsmål, suksesskriterier, akademisk vokabular, tankekart, organisering av pulter, teknologi

How to effectively influence the intentional instructional/pedagogical leadership of Norwegian Principals/Rektors through

targeted capacity building?


Instructional leadership grounds this study, with a focus moving principals, from managers to instructional/pedagogical leaders to improve teaching and learning. Studies indicate that instructional leadership is essential to student achievement (Waters, Marzano, & McNulty, 2006) and principals are second only to classroom teachers in impact on student achievement (Leithwood, Louis, Anderson, and Wahlstrom, 2004). Effective principals can, through feedback, impact coherent evidence-informed teaching practices (Manna, 2015). Elmore (2000) defines leadership as the guidance and direction of instructional improvement. He argued that principals needed to routinize direct observation, analysis and offer descriptive feedback to influence teachers’ practice (2004; 2008). Hopkins (2007) discusses the importance of building school leaders’ capacity to ensure that every school becomes a great school. Effective leadership is “integral to innovative, learning environments” (OECD, 2017:64).


Mixed Methods

Two Surveys in 2017 & 218 (N=125)

8 Focus Groups as purposeful conversations N=58


Survey questions and focus group questions

Survey questions were translated and accessible on line


Females made up 65% of the respondents and the respondents were experienced administrators, with male administrators indicating more experience than their female peers did (17.5 years to 13.6 years). Elementary and secondary administrators are equally represented: about 40% of all respondents were from elementary, while 45% are from secondary or upper secondary. Twenty-six of the respondents’ schools are academic or theoretical schools, and 18 are from composite schools.

Theoretical schools are academic focused on traditional post-secondary options such as university. Tuition for post-secondary education is free in Norway.


Principals value most aspects of their role –setting tone vision and mission were ranked highest at 4.84 on the 5 point scale, which was confirmed in the focus groups (Slide 45)

Working with teachers and data to identify and improve achievement were ranked lower

There is a shift towards a greater emphasis on instructional leadership including using observational data and working with teachers to improve instruction (Slides 46-51)


Respondents revealed that with the courses and support from KS and the municipal leaders, there have been changes in their practice of observing classes from 24% several times a month and 14% weekly to 31% several times a month and 41% weekly

This is building networks between schools and relies on support from the municipalities

Finding time and crafting feedback remain challenging; the focus group participants mentioned the feedback is helping teachers be more aware of their own practices and school development


In terms of moving forward, more collaboration with their peers, support from coaches and more learning courses were seen to be important for change to continue

This was expanded in the focus group conversations, as principals talked about how they saw their role being reframed and the priorities they placed on achievement, working with teachers and intentional visibility have increased (slides 59 & 60)


Leadership

Here follows series of statement- 5 point Likert scale-

KS BTV - 'Learning Walks' qb

4,84

4,84

4,76

4,78

4,69

3,98

4,18

4,73

4,65

4,70

4,59

4,49

4,70

4,51

1. Leaders set the tone and direction of the school

2. Leaders help to create the vision and mission

3. Leaders must make sure the school functions effectively…

4. Leaders help staff understanding their roles and…

5. Leaders work to build trusting relationships with staff and…

6. Leaders work with their communities on priorities

7. Leaders work with parents to support students’ learning

8. Leaders ensure schools are safe and secure places to learn

9. Leaders are visible and accessible in the school

10.Leaders work with teachers to improve instructional…

11. Leaders work with student data to improve achievement

12. Leaders make sure staff have the resources they need to…

13. Leaders use observational data and feedback when…

14. Leaders work with teachers in identifying achievement…

1 2 3 4 5

Gjennomsnitt

The Kommune Leaders


What are the lessons learned?


Re Municipality


2015 ◦ The director of schools in Re municipality and the principal of Revetal ungdomsskole

visited Toronto and learned about Pedagogical Walks and how to use TIDE as a tool.

2016 ◦ Dr. B. Freedman visited The County of Vestfold. All principals from Re and other

school leaders took part in workshops on Pedagogical Walks and the use of TIDE.

◦ The director and all principals in Re municipality visited Canada and learned about Instructional Leadership.

2016/2019 ◦ School leaders use Pedagogical Walks in their schools.

◦ The Director of Schools do walks as part of the annual development talk principals at each school.

◦ PPT- the Pedagogical, Psychological Services, also do walks at the schools together with the school leaders to get an insight of the schools pedagogical practise.


Focus on student learning.

Supports a positive and open culture for development.

Sharing and learning across classrooms to strengthen pedagogical improvement.

The principals can take administrative decisions, based on facts from the classroom.


Both school administrators and leaders at the schools see what is good learning and what needs to be focused on.

It is a good tool for the director to support the principals.

A good tool for the school administration to support the principals.

PPT and school leaders get a common understanding and insight in the schools strengths and challenges.


2015/2016: ◦ All school leaders attended the workshops and learned the method

2016/2017: ◦ All school leaders tested the method at their school ◦ Several schools also chose that the teachers would join in ◦ School-leaders used the TIDE frame when they observed classrooms in all schools

in Færder

2017/2018 ◦ School owner TIDE-walked in relation to the quality conversations ◦ School owner TIDE-walked in relation to specific areas for improvement ◦ Individual schools sustain the local TIDE-walked

2018/2019 ◦ School owner walk along with Learnlab/USN. Staff meeting occurs subsequently ◦ School owner TIDE-walked in relation to the quality conversations. ◦ School leaders will use TIDE as a tool for instructional leadership. ◦ Focus: In depth learning


SCHOOL OWNER LEVEL:

◦ Shared best practices ◦ Good examples spread rapidly across schools ◦ School owners was familiarised with the practice in classrooms

at the schools in the municipality to a great extent ◦ School owner, along with school leaders, obtains a better basis

of knowledge when areas of priority are chosen and observed

SCHOOL LEADER LEVEL: ◦ When all teachers walked, they are familiarised with the whole

organisation, rather than limiting themselves to their own practice

◦ Everyone can contribute with an organisational perspective when evaluating, rather than merely a personal perspective


Reflections from Teachers: o I more often discuss the learning and progress of my

pupils with my colleagues

o I more often provide pupils with open tasks

o I am more concious of the design of my lessons at the learningarenas

o I am more reflective of my own practice»

o I am more conscious of engaging pupils in their own process of learning»


School leaders developing, supporting and evaluating teacher quality: Coordinate the curriculum & teaching

program Promote teacher learning Support collaborative learning

communities Monitor teacher practice with useful

feedback Evaluate teacher practice with useful

feedback ◦ Classroom observations (intentional

visible), interviews, data analysis and documentation



REALIZING

THE

VISION

PLAN

ACT

REFLECT

REVISE

We want all students to learn precious and productive knowledge. To critique, reorganize, disrupt, and celebrate the knowledge and to learn, what they would not learn if they did not home to school


Hattie, 2018, tweet

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/capacityBuilding.html




2016-2018 Kongsvinger

kommune

Oppvekst


2016 8 school leaders from Kongsvinger participates in a two-day

TIDE-cours in Hokksund

2017 40 school leaders from Kongsvinger participates in a two-day

TIDE-cours given in Kongsvinger

2018 200 leaders of schools and kindergartens in the region of

Kongsvinger participates in five two-day courses, and the courses take place in the six municipalities of the region of Kongsvinger


The teachers experience that they are more

observed and receive more feedback in 2018

than in 2016:


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reframing the role of norwegian school leaders - ks - ks

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