What do we know about Schooling Improvement: Session One
description
Transcript of What do we know about Schooling Improvement: Session One
![Page 1: What do we know about Schooling Improvement: Session One](https://reader035.fdocuments.in/reader035/viewer/2022062722/568139b5550346895da150e4/html5/thumbnails/1.jpg)
What do we know about Schooling Improvement:
Session One
Helen Timperley
Professor of Education
The University of Auckland
New Zealand
![Page 2: What do we know about Schooling Improvement: Session One](https://reader035.fdocuments.in/reader035/viewer/2022062722/568139b5550346895da150e4/html5/thumbnails/2.jpg)
![Page 3: What do we know about Schooling Improvement: Session One](https://reader035.fdocuments.in/reader035/viewer/2022062722/568139b5550346895da150e4/html5/thumbnails/3.jpg)
What knowledge
and skills do our students
need? What knowledge and skills do we
as teachers need?
What has been the
impact of our changed actions? Deepen
professional knowledge and
refine skillsEngage
students in new learning
experiences
Teacher inquiry and knowledge-building cycleto promote valued student outcomes
![Page 4: What do we know about Schooling Improvement: Session One](https://reader035.fdocuments.in/reader035/viewer/2022062722/568139b5550346895da150e4/html5/thumbnails/4.jpg)
Leadership for Learning
• Leaders need to assist teachers work through the cycle
• To do this they have to have deep knowledge of assessment and PCK– New leadership study
• Engage in their own cycles to develop organisational adaptive expertise
![Page 5: What do we know about Schooling Improvement: Session One](https://reader035.fdocuments.in/reader035/viewer/2022062722/568139b5550346895da150e4/html5/thumbnails/5.jpg)
Effective principals• Knowledge of teaching and learning
– Source of knowledge• Content and how it looked in classrooms
– Built teachers’ knowledge• Learning relationships
– High relational trust based on respect– Evaluative conversations for learning (no blame)
• High expectations to learn– Self– Teachers– Students
![Page 6: What do we know about Schooling Improvement: Session One](https://reader035.fdocuments.in/reader035/viewer/2022062722/568139b5550346895da150e4/html5/thumbnails/6.jpg)
What knowledge and
skills do our teachers and
students need?
What knowledge and skills do we as
leaders need?
What has been the impact of our changed actions on teachers and
students? Deepen leadership knowledge and
refine leadership skills
Engage teachers & students in new learning experiences
Leader inquiry and knowledge-building cycleto promote valued teaching and student
outcomes
![Page 7: What do we know about Schooling Improvement: Session One](https://reader035.fdocuments.in/reader035/viewer/2022062722/568139b5550346895da150e4/html5/thumbnails/7.jpg)
![Page 8: What do we know about Schooling Improvement: Session One](https://reader035.fdocuments.in/reader035/viewer/2022062722/568139b5550346895da150e4/html5/thumbnails/8.jpg)
Organisations with Adaptive Capacity
• Deeply knowledgeable – PCK• Create structures and routines for development• Work to become aware of assumptions• Expert is retrieving, organising and applying relevant
knowledge• Vigilant about the impact of leadership on teaching
and learning• Know how to assess students on what matters• Know when routines don’t work and how to get help• Engage in cycles at all levels of the organisation
![Page 9: What do we know about Schooling Improvement: Session One](https://reader035.fdocuments.in/reader035/viewer/2022062722/568139b5550346895da150e4/html5/thumbnails/9.jpg)
![Page 10: What do we know about Schooling Improvement: Session One](https://reader035.fdocuments.in/reader035/viewer/2022062722/568139b5550346895da150e4/html5/thumbnails/10.jpg)
What knowledge and
skills do our teachers and
students need?
What knowledge and skills do we as
leaders need?
What has been the impact of our changed actions on teachers and
students? Deepen leadership knowledge and
refine leadership skills
Engage teachers & students in new learning experiences
Leader inquiry and knowledge-building cycleto promote valued teaching and student
outcomes
![Page 11: What do we know about Schooling Improvement: Session One](https://reader035.fdocuments.in/reader035/viewer/2022062722/568139b5550346895da150e4/html5/thumbnails/11.jpg)
Inquiry plus the Skills to Challenge
• Inquiry is the starting point
• Some theories need to be challenged if progress is to be made in every classroom
• Challenge is most effective if new ideas are developed at the same time– Usually happens through dialogue
![Page 12: What do we know about Schooling Improvement: Session One](https://reader035.fdocuments.in/reader035/viewer/2022062722/568139b5550346895da150e4/html5/thumbnails/12.jpg)
Principal and two teachers’ talking about a group of Samoan Year 4
students [meeting in May]
Principal: When you saw the writing results for the group what was your first reaction? How did you interpret that data?
Teacher: It reinforces what I had seen in their first writing assessment - there was little structure in the surface features … so it was in my opinion very low but predictable.
• What is the teacher’s theory of action?• How could the principal/facilitator challenge it?
![Page 13: What do we know about Schooling Improvement: Session One](https://reader035.fdocuments.in/reader035/viewer/2022062722/568139b5550346895da150e4/html5/thumbnails/13.jpg)
Students’ needs To meet the sixth form challenge –independence reflection
T eac hers ’ inquiry H ow do we help s tudents to meet the s ixth form challenge and resolve the paradoxes?
C hec king outc omes S tudent voice; evidence of learning to meet s ixth form challenge; A -level pas ses .
S tudent opportunities C lassroom observations
K nowledg e / s kills Indicators of s tudent
learning; s trategies for resolving paradoxes