ANDY HARGREAVES the Fourth Way of Leadership & Change

Learning@School 2009

ANDY HARGREAVES – “The Fourth Way of Leadership & Change”

·  Leaders need to model the change that they desire. By showing others what you want in an explicit way you are sending a clear message of the way forward.

·  Technology does not make a difference to achievement unless attention is paid to pedagogy.

·  The first 3 ways of change… hopefully we are/have leaving these behind!

·  The First Way, 60’s & 70’s – government upwards to local content then up to professional direction. Lots of flexibility and teachers could be innovative where the leadership at the school lets this happen.

·  The Second Way, 80’s and early 90’s – top down government, support bottom up. Competition and parental choice to drive achievement. In some countries governments set achievement targets! Not successful, standardized, one size fits all.

·  The Third Way – top down government- goals, performance, targets, support bottom up – resources, materials training, public engagement, integrated services, lateral learning, peer pressure and support.

·  The Fourth Way - high performing countries, Finland – the country made the commitment to ensure that all of their population are skilled. All children have state supported opportunities to participate in the arts. Teachers are valued and it is viewed as a high-status profession.

·  FINNISH KEYS

·  Clear societal vision

·  Strong public investment (decent, fair pay)

·  High-quality, high-status teachers

·  Steering by the state

·  Local curriculum development (teachers collaboratively designing what is being learned)

·  Trust, cooperation, and responsibility (staff should be able to run the school without the Principal!)

·  Improvement through uplift (The strong should be helping the weak and support them

·  Leaders who teach

·  No initiative-it is

·  LONDON EXAMPLE – Tower Hamlets, diverse and low socio-economic groups. Teachers had low expectations in 70’s = low performance. By 2007 the children are performing above national average.

·  KEYS (Tower Hamlets)

·  High expectations – poverty no excuse for failure!

·  Set high targets that stretched everybody, targets are shared

·  People in the district are visible and know the school, strong relationships and high trust. Does our MoE know us all???

·  High quality teachers who are committed to the community

·  Teachers supported by TA’s… who are the teachers and who are the TA’s? Everybody gets stuck in together. No pecking order. Builds trust as whanau understands how hard teachers work.

·  Community engagement in the school critical.

·  OTHER SECTORS EXAMPLES – Business, unusual combinations of competition and cooperation, (pitting schools against each other is stink!). Agreed standards of service and quality. Sport, agreed standards of performance and achievement. Recognising individual skills, included and valued. Ensure that as leaders we do not only value the teachers and or children who demonstrate skills and dispositions that are a reflection of ourselves! We need a system to make sure that we reflect and keep ourselves honest.

·  The Principles of the Fourth Way… (power-point on site)

·  An inspiring and inclusive vision

·  Public engagement

·  No achievement without investment

·  Corporate educational responsibility (must practice corporate responsibility)

·  Students as partners in change

·  3 principles of professionalism – high quality teachers, powerful professionalism, lively learning communities

·  4 catalysts of coherence – sustainable leadership, a network with no nanny (not government run/controlled), responsibility before accountability, build from the bottom and steer from the top.

TONY RYAN – “Digital Pedagogies” (slide show on site)

·  Deep collaboration happens in “first life”

·  Professional dialogue is a path to excellence

·  Big 4 Learning Support Frameworks – curriculum, pedagogy, assessment, reporting

·  Digital Learning in 2012? – digital curriculum, digital pedagogy, digital assessment & reporting, and digital learning spaces

·  What does digital learning actually mean? Tools, environment …

·  21C digital pedagogy? constructivist / meta–cognitivist / connectivist

·  Teaching children to self-talk is a powerful tool (silent in their head)

·  The ability to connect successfully to others is a strategy to access knowledge e.g. digital tools.

·  If digital tools do not advance the quality of the learning then why bother? Is their work authentic, critical, creative and does it show intellectual rigor.

·  Pedagogy – the art and science of learning for 4yr olds – 18 yr olds.

·  Social support is critical in quality learning

·  The elements of the digital pedagogies drives the learning not the applications. We need to analyse how well the applications support the elements so we can choose what we give time to wisely.

·  KC’s – how do they fit into the pedagogy elements? Research, comprehensive criteria and include to teaching practice, develop a range of strategies to infuse to daily learning. Explicit focus on one at a time. Put KC’s at the top of the planning, how do we unpack and explore the KC’s with the kids? Focus on introducing one new strategy per week. Include notations about how the KC’s were supported/explored in the unit evaluation.

·  Inquiry Based Digital Application – blogs, using YouTube, wikis, international collaboration, developing a website…see slide

·  Deep questions will lead to academic and intellectual rigor. E.g. “Why does a social networking site become popular?”

·  Technologies need to be imbedded into the learning. Ethical choices need to be made with choosing what to use.

·  Taking on new learning means letting go of something else. Similar to grief stages… denial, resistance, adaptation, and involvement. People must be worked with at the level that they are at! Must be aware of where people are at.

·  Learning Progressions – kids need to understand this

·  www.stumbleupon.com great search engine

·  ripple effects blog – see slide

·  delicious tony ryan – see slide

·  How are we going to sustain learning? – see slide. Revisit notes, journal

·  - must send a great joke!

FAYE LE CREN - “Curriculum Design & Integration”

·  eTime – a company that assists with implementing their school based curriculum

·  Creating a Vision

·  This needs to be brief so it can be remembered and clearly articulated

·  Describes the future of what the students will be like

·  Interesting research to take into consideration when forming a vision…

·  HBDI Herrmann Theoretical Tool (discovering how we prefer to think)– rational theoretical self (red), ordered safekeeping self (green), emotional interpersonal self (blue), imaginative experimental self (yellow). A profile is worked out and each person to show what their thinking preferences are. Do we recognize how our children prefer to think in our teaching? Teachers need to know how we think and what our strengths are. Learning and teaching needs to balanced for all. Is this balance reflected in the vision statement?

·  NCREL 21C Skills - Children need…Digital-Age Literacy, High productivity, Inventive Thinking, Effective Communication

·  Key Competencies – what is the research saying? How does the research link up?

·  Writing the vision statement – how does it look at our school? Making a visual link in the documentation, student voice reflected. Are the KC’s reflected in the vision?

·  When designing rubrics for children are the indicators explicit? Does it use kid speak? We need to be mindful that the children are of no fixed abode in the indicators as the influences of everyday life can mean a changing landscape for them with regards to the rubric. Are they at the same stage of the rubric at home? They may also be at different stages for different criteria and/or KC’s.

·  How do we recognize and celebrate the various ways that we make our vision a reality? Do we share our success in this area with our whanau and community? How does our learning link to the vision? If the learning does not link to making the vision a living statement then we should not be doing it!

·  Do we gather data, observational, anecdotal, digital etc. to provide evidence of how we are making our vision happen? Does the data include child and whanau voice? Children are expected to self-monitor their progress in developing the KC’s by the curriculum.

·  What do teachers do to ensure that children are supported to develop the KC’s? Encourage reflective thought and action – how do we develop these processes? In the KC rubrics there needs to be a column to define what teachers and school need to do (pedagogy).

·  What are the school-wide actions for teachers? Collaborative agreements that can be linked to appraisal documentation. Detailed in the rubric but it must leave room for teacher creativity and innovation. Language for teachers also needs to be specific e.g. start with an action verb so that it is easily observable.

·  Teachers need to facilitate the shared learning experiences… collaboration, teachers modeling learning, involving others e.g. community/whanau etc., problem solving, taking risks, learning conversations and reflections.

·  Learning Areas – we must ensure that our inquiry learning does not lose the intention of the learning area. Must ensure academic rigor. We need to look for natural links and integrate the learning.

·  Future focused – what our children are learning needs to be of value to their futures. Rich concepts etc need to underpin the learning.

·  The curriculum can be organized in anyway that suits the learners and the school community. What is at the centre – values or concepts? How are the other aspects of the curriculum interwoven? Using backward design to clarify the curriculum.

·  Concepts centred - Concepts…Learning Area and Strand…Enduring Understandings…Possible Contexts.

·  Values centred – Values…Categories/Groups…Contexts/Themes…Links to learning areas and enduring understandings.

TREVOR BOND – “Getting a Grip on Questioning”

http://centre4.core-ed.net/viewfile.php/21231/kb/1/70381/97/GettingagriponQuestioning.pdf

·  www.ictnz.com - link to the questioning wiki http://question-skills.wikispaces.com/

·  Questioning is central to thinking and learning. Without questioning there is nothing to make thinking happen. Questioning is the most important intellectual tool, therefore we need to lift our children’s ability to question deeply and constantly, it is an art and a science. Must be explicitly taught.

·  As you try to make sense of your world you constantly ask and answer questions in your head.

·  QUILT research p14

·  The learners should be asking the majority of the questions but in reality the teacher asks the majority of the questions.

·  Learner questions – requests, rhetoric (the answer is not the agenda, the questioner already knows the answer as does the person asked) e.g disguised imperatives, inquiry.

·  INQUIRY QUESTIONS – Primary layer… fertile, essential, inquiry, rich, reflective… this is the questions that drives learning. Lots of others need to be asked and answered first. Secondary layer… subsidiary, open, closed, fat, skinny, key, search. The fact finding questions. Intermediary layer… diagnostic, analytical, evaluative questions. This is the thinking stage, the unexpressed questions.

·  What are the core skills of an effective questioner? As teachers we often facilitate this unconsciously however we have difficulty articulating them.

·  Core Foundation Skills to be Effective Questioners - Identify the need or problem, identify the contextual vocabulary, ask a range of relevant questions, take the questions to a variety of appropriate sources, persist, editing questions as necessary until you acquire the needed information.

·  What is a good question? It is relevant, can be taken to intelligent and non-intelligent sources (intelligent – can think for themselves, a person / non-intelligent information is stored e.g. google), gets you the information that is needed.

·  Poor questions are often modeled, they are lacking in context references. By answering poor questions we are propagating and reinforcing poor questions.

·  Questioning Skills Taxonomy – Stage 1 - statements rather than questions, Stage 2 - any non-relevant question, does not have the contextual key words or phrases, Stage 3 – asks yes/no/maybe (these are the answers) questions using relevant words and or phrases (is, can does, could, would, may), Stage 4 – uses the seven servants…who, what, when, where, how, why, which. The best questions are the ones that get you the answer irrespective if they are open or closed! Focus on the need and the relevance. Stage 5 – uses the 7 servants, relevant key words and phrases to write relevant questions. Stage 6 – uses a range of relevant synonyms of key words to edit key questions. Stage 7 – uses multiple question words to create a probing question when interviewing an “expert” (these questions cannot be used for non-intelligent sources)

·  Children need to be aware of the contextual language of questioning – we want children to be operating at stages 3-7 as necessary.

·  Hoop strategy – 7 servants in one hoop in one colour, one hoop with yes/no question words, one hoop with contextual words, one hoop with key words/phrases

·  Evidence of Success – longitudinal data collected, collated and analysed. Baseline data collected first and compared over time. Children given a senario both verbally and in writing that the children have to ask 3-5 questions for. Answers marked and moderated. Questioning rubric is discussed collegially and with children, teachers model effective questioning and refrain from responding with complex answers to poor questions.

·  Setting tasks or solving problems can lead to lots of questions and research. Plotting how the task can be accomplished successfully and providing support and scaffolding to accomplish the task.

·  Skim and scan digitally - Open document, edit, find… find next…find next.

·  Whenever a child asks you a question try and turn it into an activity.

·  Something else from Trevor about inquiry - http://centre4.core-ed.net/viewfile.php/21231/kb/1/70381/52/GetagriponInquiryHandoutfeb2009.pdf

PAM HOOK – “Hooked on Learning”

http://hooked-on-thinking.com/

·  When people are struggling to learn they become frightened and then angry. What creative strategies do we use with children who are like this?

·  What do we do in an institution when the learning & teaching is not going well? Are we pondering creative and innovative solutions?

·  We need to critically evaluate how effective the introduction of ICT’s and e-leaning is in affecting the quality of the learning and teaching. Technology is allowing us to distance ourselves from reality as much as it is connecting us to others.