Enhancing Instructional Leadership capacity of

principals to improve teacher practice

Enhancing Instructional Leadership capacity of

principals to improve teacher practice

Heather Hopcroft

Victoria9 Regions: Eastern Region 245 schools10 Networks Monash Network 22 schools

How do people learn to get better at what they do in your

school?

MY GOALBy the end of this workshop I

will have explained the implementation,

sustainablity and evaluation of our coaching program so that you can make your own decisions re its applicability

to your situation

Facilitative, supportive actions by principals as instructional leaders have powerful, effects on classroom instruction.

Blasé & Blasé (2004)

You learn by

doing the work

Enabling Communities to Prepare all Young People for fulfilling and Productive Lives

Improved Student Performance

1. Using Data

2. Coaching, mentoring and sharing expertise

3. Raising teacher expectations of students

4. Establishing and aligning values, vision and goals

5. Working in teams

6. Aligning professional learning

7. Raising students expectations

8. Assigning staff to key priority areas

9. Focusing on literacy and numeracy

10. Establishing partnerships

11. Personalising through individuals learning plans

12. Engaging students

13. Articulating clear staff performance expectations

14. Targeting resources to student needs

15. Releasing staff for group learning, dialogue and planning

16. Recognising staff and student achievement

Table 1: Practices and behaviours of highTable 1: Practices and behaviours of high--performing schools in Victoriaperforming schools in Victoria

Table 1 – taken from DEECD paper No. 16 May 2009 – “Signposts: Research points to how Victorian government schools have improved student performance”A set of 28 practices and behaviours were identified in 26 Victorian schools (9 Secondary, 17 Primary) that have sustained improvement in student outcomes over 10 years.

EMR THEORY OF ACTION

If we enhance the Instructional Leadership capacity of EMR Principals in order to improve teacher practice and to develop a common understanding of what constitutes effective teaching and learning, then student performance will improve.

Agenda of all my network meetings

1.Build the Instructional Leadership Capacity of network principals

2. Build cohesive teaching and learning practices within and across schools

Build the Instructional Leadership of Network Principals

Coaching Proposal4 A’s Protocol

How do you determine the starting point for a conversation about quality teacher practice in your school?

Monash Network Program

6 Sessions April to November 2010

All principals

Financial commitment

Personal commitment

Networks

• An effective network draws on the experience that resides within each network school to improve student learning

We Practised• 6 workshops• In between tasks,

readings and activities

Here are a series of slides that give some examples

COACHING PRACTICE

• 3 way observations: Coach, Coachee, observer

• FOCUS ON A GOAL! 10 Minutes then rotate

What skill will the observer give feedback on?Being presentListening ActivelyClarifyingEmpathisingBeing SuccinctQuestioningGiving Feedback

COACHING: Real Conversations

Conversations that Affirm and Strengthen

Conversations that Challenge and Strengthen

EXAMPLES

This teacher is always late to class. Parents have given verbal complaints

This teacher has been seen taking drinks from the staff fridge on 2 occasions, once by you, without paying for them

A teacher has accepted an invite to a Year 12’s birthday function

Married member of staff having a relationship with another single member of staff that has been mentioned by students on Facebook

‘ Watch Out Fors’ that Undermine Impact

Following Praise with Correction – “This is very good but…

• Following Praise plus a Challenge

“ You have done great work this year and we need to step up again to overcome next year’s challenges.”

FAST Feedback

Good feedback is:

• Fast – 7 minutes

• Accurate – your

observations are best

• Straightforward and

Solution focussed

• Timely

A TriangleA parent rang to tell you that their children are leaving your school

today because of the bullying they have received. On investigation you find out they are enrolled at your neighbouring school. You haven’t had any contact with this principal.

ORA parent of a PSD student comes for a tour, out of your

neighbourhood area and tells you that their local principal indicated your school would be a “better fit” for their child.

OR

A parent tells you that their child’s school level co ordinator has told them that your school would better suit their child’s needs.

October 2010

COACHING PRACTICE• 3 way observations: Coach, Coachee, observer

• FOCUS ON “Options and Will” 5 minutes• The goal is “To be able to mobilise stakeholders to our

student learning goals in our 2011 AIP”

• What skill will the observer give feedback on?• Being present• Listening Actively• Clarifying• Empathising• Being Succinct• Questioning• Giving Feedback

Developing a Goal1.Using the Head, Heart, Bin and Bag protocol choose a “bag option” that you would like to see operating in your school

2. Using the GROWTH model develop a goal with your coach to achieve this

BY …………….. I will ………………………… so that……………….

ISMART goals are:Inspiring, Specific. Measureable, Achieveable, Realistic and Timely May 2011

What?So What?

What now?

In the final analysis there are no policies that can improve schools if the people in them are not armed with the knowledge and skills they need.

What do the Principals say?

What was your overall impression of the program? It surpassed other courses on coaching, Well structured, Impressive  Most valuable things you gainedDon’t give up, Goal setting, Prioritise, Watch out for the monkeys, Recognition of my areas for

development, Questioning skills What will you do differentlyImplement at my school, Firm up my goals, Ask the questions not hand over the glasses, More

active listening

What do you do in 2011 that is different?I am more confident in my “non- preferred styles” when leading othersI am confident and skilled in the ability to lead conversations on tough issuesI respond non defensively when tricky or sensitive issues are raised by othersI am aware of my current strengths and areas for leadership skill development eg EQ, DISC,

Situation LeadershipI display confidence and competence when conducting team coaching sessions with my staff. I initiate and guide conversations about student learning.

Thank you