Day 1, 2014 supporting change

Day 1, 2014 supporting change

• 1.
  School Improvement Literacy DayOne 2014
• 2.
  GUIDING CONCEPTIONS OF LEADERSHIP LITERACY LEADERSHIPFRAMEWORK 1. Having a clear moral purpose 2. Relationship building 3. Understanding and managing change 4. Creating and sharing knowledge 5. Ensuring coherence and alignment of structures AREA 1 THE FAITH COMMUNITY AREA 2 VISION FOR THE WHOLE SCHOOL COMMUNITY AREA 3 TEACHING AND LEARNING AREA 4 PEOPLE AND RESOURCES AREA 5 COMMUNITY 1.1 The Catholic identity of the school Literacy leaders are committed to meeting the educational needs of all students in environments imbued with the values of the Gospel and educational mission of the Church. 1.2 Education in life and faith Literacy leaders ensure that the literacy teaching will enable students to meet the demands of the world. 1.3 Celebration of life and faith Literacy leaders are aware that in the development of the whole person, education in literacy is of vital importance. 1.4 Action and social justice Literacy leaders ensure that students are empowered to use literacy to take action on relevant and important social justice issues. 2.1 A vision for teaching and learning Literacy leaders actively and collaboratively develop and communicate a shared whole-school vision that is centred on the guidance and improvement of literacy teaching and learning. 2.2 A rigorous and respectful learning culture Literacy Leaders actively and collaboratively promote and build a culture of learning that is respectful of teachers and students. 2.3 Policy and program development Literacy leaders strategically and collaboratively develop a literacy plan which supports the school’s vision for teaching and learning. 2.4 Teacher professionalism Literacy leaders actively and collaboratively build a culture that promotes professional teacher behaviour 3.1 A focus on student learning outcomes Literacy leaders advocate and ensure a focus on student learning outcomes. 3.2 Curriculum and assessment Literacy leaders inform the development of literacy within curriculum and assessment policies and monitor the implementation of these. 3.3 A safe and effective environment for teaching and learning Literacy leaders actively and collaboratively cultivate and promote a safe and effective environment for teaching and learning. 3.4 Quality teaching Literacy leaders are expert teachers who actively and collaboratively assist colleagues to improve teaching practice. 4.1 Professional learning and development Literacy leaders are learners who encourage, acknowledge and support the professional learning and work of their colleagues. 4.2 Staff Appraisal and performance review Literacy leaders develop insights based on classroom observations and professional conversations centred around literacy. The literacy leadership meeting provides a forum to share these both at an individual and staff level. 4.3 Resources Literacy leaders actively and collaboratively select and organise resources to maximise student literacy learning. 4.4 Pastoral care Literacy leaders support and promote the school ‘ pastoral care policy 5.1 Communication with families Literacy leaders ensure communication with families 5.2 Partnerships Literacy leaders forge partnerships with others who can have a positive impact on student literacy learning.
• 3.
  Improving the Qualityof Teaching and Learning • Effective leaders create cultures of high expectations, provide clarity about what teachers are to teach and students are to learn, establish strong professional learning communities and lead ongoing efforts to improve teaching practices. (p.5 Department of Education, Employment and Workplace Relations,2012)
• 4.
  Education Leadership • Tocreate a professional learning community, focus on learning rather than teaching, work collaboratively, and hold yourself accountable for results (DuFour, R.2004).
• 5.
  Current research indicates……… •School leadership is second only to classroom teaching as an influence on student learning however • The greatest impact of leadership is on the teachers themselves Leithwood (2012)
• 6.
  Leaders lead bymobilizing people around a compelling vision of the future, by inspiring them to follow in the leader's footsteps. They show people what's possible and motivate them to make those possibilities real. They energize and focus people in ways that fulfill their dreams, give them a sense of purpose, and leave them with a profound sense of accomplishment when the work is done. Leaders lead by modeling ways of thinking or acting and by encouraging new ways of looking at situations, and by so doing they give people the words and the courage to make those new ways their own. The best leaders are teachers, mentors, and role models-- and they accomplish the vast majority of their work through influence, not authority. [Excerpted from Terry R. Bacon, Elements of Influence: The Art of Getting Others to Follow Your Lead (AMACOM Books, July 2011)
• 7.
  Some facts • Variabilityat the classroom level can be at least four times that at the school level • As long as you go to school, it doesn’t matter very much which school you are in but it matters very much which classrooms you are in • (Dylan Wiliam)
• 8.
  • Take agroup of 50 teachers Students taught by the most effective teachers of the group learn in six months what those taught by the average teacher learn in a year (Hanushek & Rivkin, 2006) In the classrooms of the most effective teachers, students from disadvantaged backgrounds learn at the same rate as those from advantaged backgrounds (Hamre & Pinata,2005)
• 9.
  As Hattie Says… •Teachers make the difference • According to Wiliam to improve teacher capacity you need to ‘Love the one you’re with’ To difficult to replace existing teachers with better ones so need to help existing teachers become more effective
• 10.
  How? • To lateonce we have observed ‘poor’ pracitce. 1. At the PLT level-Regular meetings focused on data, that is focused on the learner 2. Professional Learning through planning- Japanese Lesson model
• 11.
  Japanese Lesson Model •The premise behind lesson study is simple: if you want to improve teaching, the most effective place to do so is in the context of a classroom lesson. If you start with lessons, the problem of how to apply research findings in the classroom disappears. The improvements are devised within the classroom in the first place. The challenge now becomes that of identifying the kinds of changes that will improve student learning in the classroom and, once the changes are identified, of sharing this knowledge with other teachers who face similar problems, or share similar goals, in the classroom. • (Stigler & Hiebert, 1999, p. 111)
• 12.
  STOP. START. CONTINUE. Name Inyour role this year as a literacy leader...... STOP What do I need to stop doing or doing less of in 2014? START What do I want to start doing or try to do in 2014? CONTINUE What do I need to continue doing or doing more of in 2014?