Whose problem is this?

Fiona Ell (University of Auckland), Hamish Ruawai, Chrissy Smith, Diane Bates and Mei Reti (Kaikohe West School)

Team Solutions Mathematics Leaders SymposiumSeptember 2011

Two theoretical frames

• Wicked problems

• Distributed leadership

Tempting logic

Mathematics underachievement

Mathematics achievement

The black (blue) box

Teacher qualityTeacher education

Resources Assessment

Partnership with familiesClear expectations

Tame problem

Wicked problem

Wicked problems are...

• Multi causal• Internal interdependencies• Not easily defined – multiple perspectives• Essentially unique• Cannot be solved with generic principles or

linear methods• Solutions are not right or wrong – better or

worse• No room for trial and error – each attempt

shapes the problem(Bore and Wright, 2009)

Distributed leadership

Interactions between leaders,

followers and situation

leaders

situationfollowers

Features

• Interdependency

• Routines

• Tools

• Structures

Introducing...

• Hamish Ruawai – Principal Kaikohe West School

• Chrissy Smith – maths coach

• Diane Bates – maths coach

• Mei Reti - teacher

PRINCIPAL’S PART

“Making change less complex by not only

discussing change but getting into it together”

MANAGING THE CHANGE1. URGENCY!

2. TALENT SCOUTS.

3. RELATIONSHIPS.

4. SYSTEMATIC CHANGES.

5. TRANSPARENCY rules.

CREATING URGENCY!For every 100 students next year..

Maori Pakeha

18 4 Will be failing basic literacy and numeracy by age 10.

16 6 Will become disengaged from any education, employment or training by age17.

5 2 Will be stood down.

34 13 Will leave secondary school without a qualification.

20 49 Will leave school with a University Entrance standard.

DATA tells the story. We have an epidemic!

Focus on EXCELLENCE rather than EXPERIENCE.

CO- CONSTRUCT what excellence looks like TOGETHER.

One off TEST MATCHES (observations) don’t work.

“Maori make up 12% of the population and prison is made

up of 50% Maori”

CREATING TALENT SCOUTS

Be vigilant in identifying and using internal and external talent.

Create systems of sharing and observing talent.

- Release time to coach

- Narrow the ‘bloated curriculum’

QUALITY RELATIONSHIPS

EXPLICITLY identify what quality relationships look like at all levels of the organisation – Leadership , staff, students & whanau.

COMMUNICATION styles need to be understood and rehearsed.

CONFRONT undermining behaviours professionally & with empathy.

ACTIONS before BELIEFS!

CREATING SYSTEMS TO SUPPORT CHANGE

REVIEW time wasting practices!

- Portfolios

- Long Term plans

- 3 way conferences

- Charter Action plans

- Formative assessment (focus on content knowledge)

- Assessment checklists

Create REFLECTIVE practices.

- Class learning stories (Narratives)

- Leadership Term meetings.

- Critical friends (external)

“Learn on the Job”You don’t need to know everything before you start.

TRANSPARENCY RULES! Teachers can ONLY be

responsible for the achievement in their OWN class.

Our school wants to manage the change of rather having IMPOSED change.

“Can something be determined as ineffective

without being judgmental?”

1 2 3 4 5 6 7 8 9 10 11 12 13 140

20

40

60

80

100

120

140

Series1Series2Series3

Teacher Achievement

ACHIEVEMENT BOARD

Numeracy

Reading

2010 - T.2 2010 - T.3 2010 - T.4 2011 - T.1 2011 - T.20%

10%

20%

30%

40%

50%

60%

AboveMet Below

2010 - T.2 2010 - T.3 2010 - T.4 2011 - T.1 2011 - T.20%

10%

20%

30%

40%

50%

60%

AboveMet Below

Student achievement mathaholic.

DOING MATHS

• In spite of me some students still learnt

HELP THEY WANT ME TO TEACH MATHS!!

• AT LEAST I WAS NOT ALONE

Car parktalk

Collecting data/cooperating

Y3 Y4 Y5 Y6 Y7 Y8 Y90

20406080

100

Average score on AS test 2008-2009

AS T 1 2008AS T4 2009

Y3 Y4 Y5 Y6 Y7 Y8 Y90

50100

Average score on MD test 2008-2009 MD T 1 2008

MD T4 2009

Term 1 2008

Term 2 2009

Term 4 2009

0% 20% 40% 60% 80% 100%

5

1

0

12

1

1

8

4

1

7

3

3

8

7

5

9

9

7

8

9

9

8

12

10

7

17

17

28

37

47

Percentage of cluster in each decile band AS

0-10 11 2021-30 31-4041-50 51-6061-70 71-8081-90 91-100

Term 1 2008

0%100%

31201191210111010121111

979

8910

489

46744

681318

Percentage of cluster in each decile band: MD0-10 11 20 21-30 31-40 41-50

51-60 61-70 71-80 81-90 91-100

Y3 Y4 Y5 Y6 Y7 Y8 Y90

50100

Average score on MD test 2008-2009 MD T 1 2008

MD T4 2009

Painting a picture with data

• Measuring / What was having the biggest effect?

• Sharing data, not happening• Focusing on individuals• Culture of trust

Digging deeper

• Painting pictures with data• Testing and programmes• Building relationships• The most important learners• The forgotten learners

Prior practice

• One off observations

• Not P.D

• Where are your teachers performing?

Teachers as learners

• Developing excellent teachers

• Research

• Co – constructing the continuum

Coaching

• Feed – back -What has gone well

• Future focus – Where to next

• Working with coaches

Making a difference

• Testing shows correlation

• Teachers feel good about their practice

How are our teachers performing?

He aha te mea nui o te Ao?He tangata, he tangata, he tangata

What is the greatest thing of the world?

Tis people, tis people, tis people.Ko Te Mamaari te wakaO Ruanui te tangata o rungaKo Whiti te tupunaKo Te Kapotai te hapuKo Kapowai te maungaKo Waikare te awaKo Te Turuki te maraeE titiro iho ana ki Motukura ki tana paa tu moanaKo Ngapuhi te iwiKo Mei Reti toku ingoa

A Numeracy Journey

* Numeracy Coaches

* Observations based on continuum

* Needs and stages identified

*Feedback and reflection

Trust

Honesty

He Tautoko

He Awhinatia

Building Relationships

*Expectations

*Coaches support

*Individualised

*Coaching onsite

Targets

Creative Opportunities

*Risk taking

*Learning styles of students

*Informal coaching

*Poutama Tau

Reflections

*Communication

*Sustainability

*Successful learners

Tirohia kia maramaWhawhangia kia rangona te ha

Observe to gain enlightenmentParticipate to feel the essence

Achievement Board

Numeracy

Reading

2010 - T.2 2010 - T.3 2010 - T.4 2011 - T.1 2011 - T.20%

10%

20%

30%

40%

50%

60%

AboveMet Below

2010 - T.2 2010 - T.3 2010 - T.4 2011 - T.1 2011 - T.20%

10%

20%

30%

40%

50%

60%

AboveMet Below

To think about…

• We are trying to solve a ‘wicked’ problem

• Being heroes won’t solve it

• In the interactions, interdependencies and multiple perspectives is a creative space for solving and re-solving the problem

• It’s not the particular tools, routines or strategies that are the key – it’s urgently engaging in the process of developing them