The Role of Today’s Learning Leader: A Shifting Narrative Dr. Bev Freedman October 2015 B....

B. Freedman, Norway, 2015

The Role of Today’s Learning Leader: A Shifting Narrative

Dr. Bev Freedman

October 2015

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Format for the CourseDay Content

One Review the research on leadership & organizational learning Review the evidence/effective practices for school-based leadersDiscuss ways to build shared accountability and collabborationExamine the Norwegian results on international assessmentsRational for purposeful visibility in classrooms and observational walksIntroduce the TIDE Frame

Onsite Visit - briefing by the host schoolObserve classrooms using the TIDE FRAMEDevelop descriptive feedback for the school

Two Onsite Visit - Briefing by the host schoolObserve classrooms using the TIDE FRAMEDevelop descriptive feedback for the schoolDiscuss issues of improving schools and school systems and the role of learning leaders

Discuss enablers and barriers to intentional classroom visibilityRole of effective school-based leaders in creating collaborative, trusting culturesMoving forward

McKinsey & Company, How the World's Most Improved School Systems Keep Getting Better (2010). p. 47

“Ontario, which ... has a relatively large school system of nearly 5,000 schools, 120,000 teachers, and 2.2 million students, is among the world's highest-performing school systems. It consistently achieves top-quartile mathematics scores and top-decile reading scores in PISA.”



Leadership

Used to be defined in terms of effective management Leaders were charismatic, individualistic, mainly

white and male Today’s leaders need to be effective managers &

collaborative visionaries who excel at collaborative relationships and problem solving & are agents of change

What/Who is your iconic image of a leader? SHARE……….


Leaders as Learners

“A leader participates in the learning as leader, learner, or both.”

(Leithwood, 2013)


Leader/Learner

INFORMAL POWER

FORMAL INFLUENCE


Teachers’ Voice 54% believe there are meaningful professional

development opportunities for them

63% say they set yearly goals with their principal

53% believe they have a voice in decision-making at schools

60% believe you collectively are willing to listen to teachers

44% believe that there is effective communication among adults

64% of students believe teachers respect them; however 91% of teachers believe students respect them while only 43% of students believe that teachers respect them

69% of teachers feel comfortable is raising issues at staff meetings, and 63% of students feel comfortable in asking questions in class

43% of students believe school is boring Teacher Voice Report, 2010-14, Quaglia Institute


Challenge for Education

Working on accelerated, simultaneous change – Improvement in a digital

age. We have digital tools adaptive interfaces, integration of platforms,

connectivity.

Need is for excellence, equity and improvement.

We need to operate within and support a ‘knowledge infrastructure’

(Roger Martin, 2015)


Changing Demands and Expectations

Globalization and Modernization

“Routine, rule based knowledge, which is the easiest to teach and test is the easiest to digitize, automate and outsource” (OECD, 2012, p.34)

Traditional and discrete bits – now integrated and synthesized

Personalize the experiences – unique to the user

Increase accessibility & connectivity – leading from the middle

Build empathy community and shared purpose

Changing Change Management, Ewenstein, Smith & Sologar, McKinsey, 2015


Think Impact….Learning Leaders


Practices of Leaders Evaluate your impact -“I” statements for theory of action Co-learn and collaborate Activate change – perseverance, flexibility, hard work “GRIT”

– flexible growth mind set (Dweck, 2006) – achievement is ‘enhanceable’ and subject to change

Build trusting relationships Embrace diversity and challenges as opportunities Focus on the learning and not the teaching Assess and provide descriptive, useful feedback to colleagues

Engage in joint feedback (teacher/principal, principal/teacher to “synchronize teaching and learning so it becomes powerful and impactful (Hattie) = leading from the middle


Of everything you do

What impacts learning in your building/organization the most?

What would help to improve collaboration?


PISA, 2009 – Reading Variability in OECD

countriesBetween schools – 36%

Within schools – 64%

OECD, 2010


PISA Review of Norway2012

Lessons Learned

SENIOR ADVISOR FOR EDUCATION – PISA

OECDAndreas Schleicher

International perspective – learning is an activity, informed and collaborative professionals using research and user-generated wisdom, embracing diversity, learner centered, personalizing education experience, assessing success by delivering equity, instructional leadership, sustaining networks, develop culture as capitalB. Freedman, Norway, 2015

OECD- What do we know and what have we learned?

Organization of Economic Cooperation and Development or OECD

Under their control is the International Testing for PIRLS (Programme in International Reading Study,2011) and TIMSS (Math and Science)

Latest was PISA 2012 (Programme for International Student Assessment) for15 year olds.



PISA Results

Looking at the results on p.5 for Mathematics, Reading and Science How did Norwegian students do? What surprised you with the results? Looking at p. 19 how do Norwegian students

compare in terms of engagement, drive and self-beliefs?


PISA Report on 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


PISA Analysis - NorwayRaise achievement bar and lowering gaps

Level of equity is improving. There are still achievement gaps in terms of SES but high in terms of second language learning and multi-literacies (Immigrant students were 5.6% in 2003 and now 9.4%) – NLL – there is evidence that Norway is building resiliency

High drop-out rate at upper secondary -21% drop out rate of students 16 years plus & above OECD average (18%)

Gender gap in reading (males) above the OECD average

Sporadic use of student achievement data to inform practice and direct improvement – now improving through NKVS

Not coherent use of formative assessment – not a clear understanding of research impacting practice - Feedback Cycle - *priority on the national agenda

Need to increase rigour and student engagement and voice


Inviting Libraries

PISA Problem Solving Matrix

1 Explore in a limited way, similar situation, straightforward problemssimple solutions

2 Explore an unfamiliar problem & understand a small part, test simple hypothesis, solve for a single constant, monitor some progress (self-assessment)

3 Handle information presented in several contexts and formats, infer reasonable relationships between a few variables, they can plan ahead, monitor, devise tests to confirm or refute an hypothesis, use simple digital devices

430%

Explore moderately complex problems, identify links among components, control moderately complex digital devices, can plan a few steps ahead and adjust given a changing goal or conditions

511%

Systematically explore complex problems, understand structure of problems, retrieve relevant information to find best strategy, confirm answers

6 -2.5%

Develop complex mental models of diverse problems, solve efficiently and accurately, use complex digital devices, set hypothesis, modify taking in constraints



Look at the problem solving matrix

How do these compare with tasks and questions you see students working on as tasks?

How do we work together so that teachers use this as a frame in creating tests, tasks and exams?


ESSENTIAL SKILLS

WAYS OF THINKING CREATIVITY, CRITICAL THINKING, PROBLEM-SOLVING, DECISION-MAKING, INTERDISCIPLINARY, SYSTEM THINKING, CONTINUOUS LEARNING - META LAYERS

WAYS OF WORKING COMMUNICATION, COLLABORATIONTEAM LEADER & TEAM MEMBER

TOOLS FOR WORKING ICT, INFORMATION LITERACYRELEVANCY, INNOVATION

SKILLS FOR LIVING IN THE WOLRD

CITIZENSHIP, LIFE AND CAREERPERSONAL AND SOCIAL RESPONSIBILTYADAPTABILITY, RESILIANCE, INTEGRITY, EMPATHY, COMMITMENT

OECD,2012,P.34 – WWW.ACT21S.ORG


Communication and Information Technology

In some senses, CIL is analogous to reading literacy in that both are an end and a means, in school education. At school, young people may learn to use ICT, and they may also use ICT to learn.

Schools use ICT as a basis of instructional delivery systems designed to increase skills and knowledge in other learning areas. They also use ICT as a tool for accessing resources, communicating, analyzing, and conducting simulations.

However; education systems also want students to develop ICT skills and knowledge and to understand the role of ICT in learning, work, and society.

OECD, grade 8 students. 2014


Teachers & Leaders for the 21st Century, OECD,2012

Leadership needs to be shared and distributed in the school & across schools

Networks

Shared roles and responsibilities

Assistant principals, Teacher leaders: Department Heads, Coordinators, Norway: pedagogy, personnel & finance (Hallinger & Heck (2009) – collaborative leadership opposed to only the principal is the path to improvement

Shared & aligned accountability for student achievement school/district wide (Fullan)

Student-focused schools/systems with high expectations – academic optimism



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



Improving schools establish networks with other schools – across family of schools and/or districts – problem solving through intensified process of interaction, communication & collaboration p.20

Blend vision and values, knowledge and understanding and personal qualities and attributes including social and communication skills


Leading Learning Organizations

Effective learning organizations are ones that grow continuously from success and failure – intellectual learning

Lead learners understand that the organizations are rapidly changing, complex, interconnected and people-centred

Improvement happens when you are a learning leader as well as an effective manager because student achievement happens in schools

B. Freedman - OISE/2015


Leaders Role

Practices• Shared vision and mission

• Set high expectations

• Recognize & reward achievement

• Role model desired practices & beliefs

• Design and manage teaching & learning

• Model being a co-learner

• Monitor & Observe

• Establish effective teams

• Preserve the instructional core

• Connect to parents & community

Attributes/Beliefs• Prime focus is improving

achievement

• Be resilient and persistent in achieving your goals

• Take risks, adaptive behaviours

• Recognize & adapt to the context

• Develop deep understandings – be self-aware

• Optimistic and enthusiastic

• Marzano, McREL, 2010-2015

B. Freedman - OISE/2015


Marzano and DuFour found that

Creating conditions for continuousimprovement:

Schools are only as good as the people within them

The quality of instruction students receive every day impacts their learning

Requires a coordinated, aligned systematic approach – build collective capacity

2011

School-Based Factors, Marzano www.mcrel.org

Opportunity to learn = essential content

Time – 5.6 hours x180 days = 1, 008 learning hrs/year

Monitoring = pressure & feedback & support

Pressure to Achieve given high expectations & Parental Involvement

School Climate = safe and orderly



Today’s Learning Leader

Creates and nurtures an environment of collaborative expertise

Models learning

Comfortably uses digital tools and social media

Expands and extends Data Literacy

Promotes and Models Academic Optimism

Emphasizes, measures & tracks progress

Closes achievement gaps and Raises bars

Builds positive, trusting relationships. They matter

Is intentionally Visible


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The Role of Today’s Learning Leader: A Shifting Narrative Dr. Bev Freedman October 2015 B....

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