Conference Overview. NMR Lorne, 2010 Urgency Leading the Work Future Work STRUCTURE.

Conference Overview

NMR

Lorne, 2010

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Urgency

Leading the Work

Future Work

STRUCTURE

URGENCY

Moral Purpose

To improve the outcomes of ALL students regardless of

location or background

Professional Ethics

Always SEEKING ways to lift achievement

ACTING when a means of lifting achievement is identified

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Schools fit for purpose

Rapidly changing and challenging world

Young people have changed

Changed expectations

Pink Floyd - Another Brick in the Wall

Leaves school at 14

Lifeboat model of education - no further education

Few high schools

Depression - struggle for work

Might have had a 50 year working life with 4 years in the forces

Retires at 65, dies at 70

Had few distractions - marriage, movies, cigarettes

Born 1946 - 64

Dies 2040

Proliferation of high schools

Leaves school at 15

Access to free tertiary education

40 year working life: 1976 - 2015

25 years of retirement, dies at 85

First TV generation

Experienced in IT revolution

Born 1990s Lives until 2090

Leaves school in 2008Enters workforce in 2012

Works for 35 years and retires in 2047

Retirement lasts 36 years

Dies at 92 but likely to live into the 100s

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The Great Unknowns

Jobs

Technology

Problems

LEADING THE WORK

‘‘You must be the change you wish You must be the change you wish to see in the world’to see in the world’

MAKING POWERFUL LEARNING REALMAKING POWERFUL LEARNING REAL

The Challenge …The Challenge …

TALIS 2010

Most say...•nothing is done to distinguish good and bad work in the classroom•they wouldn’t gain more recognition if they improved their teaching

90% say...•Principals do nothing to address underperforming teachers•the best teachers do not get the greatest recognition

Some spend more than half their classroom time doing tasks other than teaching

Two thirds believe that teacher evaluation other than meeting bureaucratic requirements

Towards system wide sustainable reformTowards system wide sustainable reform

Every School a Every School a Great SchoolGreat School

National National PrescriptionPrescription

Schools Leading ReformSchools Leading Reform

Building Capacity PrescriptionPrescription ProfessionalismProfessionalism

System Leadership

System Leadership as Adaptive WorkSystem Leadership as Adaptive Work

Technical SolutionsTechnical Solutions

Adaptive WorkAdaptive Work

Technical problems can be solved through applying existing know how - adaptive challenges create a gap between a desired state and reality that cannot be closed using

existing approaches alone

System Leadership

The Nature of Adaptive WorkThe Nature of Adaptive Work

An adaptive challenge is a problem situation for which solutions lie outside current ways of operating.

• Adaptive challenges demand learning, because ‘people are the problem’ [as well as the solution] and progress requires new ways of thinking & operating.

• Mobilising people to meet adaptive challenges, then, is at the heart of leadership practice.

• Ultimately, adaptive work requires us to reflect on the moral purpose by which we seek to thrive and demands diagnostic enquiry into the realities we face that threaten the realisation of those purposes.

From Ron Heifetz – ‘Adaptive Work’ (in Bentley and Wilsdon 2003)

The Ring of ConfidenceThe Ring of Confidence

The ‘Iceberg Model’ of Educational Change

Values and Beliefs

Behaviours

Content & Structures

Developing a Professional PracticeDeveloping a Professional Practice

What is ‘Professional Practice’?What is ‘Professional Practice’?

•By practice we mean something quite specific. We mean a set of protocols and processes for observing, analyzing, discussing and understanding instruction that can be used to improve student learning at scale. The practice works because it creates a common discipline and focus among practitioners with a common purpose and set of problems.

•The real insight here is that you can maintain all the values and commitments that make you a person and still give yourself permission to change your practice. Your practice is an instrument for expressing who you are as a professional; it is not who you are.

CURRICULUMCURRICULUM

POWERFULPOWERFUL

LEARNING LEARNING

TEACHING TEACHING STRATEGIESSTRATEGIES

STUDENT STUDENT ENGAGEMENTENGAGEMENT

‘THE INSTRUCTIONAL CORE’

The Experience ofEducational Changechange takes place over time;change initially involves anxiety and uncertainty;technical and psychological support is crucial;the learning of new skills is incremental and

developmental;successful change involves pressure and support within a

collaborative setting;organisational conditions within and in relation to the

school make it more or less likely that the school improvement will occur.

[Adapted from Michael Fullan – Change Processes paper, 1986]

Three Phases of Educational Change

Initiation Implementation

Institutionalisation

Time

“The Implementation Dip”

Matt Miles on Change Agent SkillsMatt Miles on Change Agent Skills

TRUSTDIAGNOSIS PLANWORKING IN

GROUPS

KNOWHOW

CONFIDENCE TO CONTINUE

Kotter’s ‘Eight Steps’Kotter’s ‘Eight Steps’

• Increase Urgency•Build Guiding Team•Get the Vision Right•Communicate for Buy In•Empower Action•Create Short Term Wins•Don’t Let Up•Make Change stick

What this looks like in struggling schoolsWhat this looks like in struggling schools

In these schools the key activities are:•Creating an orderly environment•Ensuring consistency in teaching practice•Prioritising the work on literacy and numeracy•Taking ownership for the progress of students and creating

high expectations•Developing and supporting leadership capacity•Establishing systems for data use

What this looks like in progressing What this looks like in progressing schoolsschools

In schools that are progressing, the key activities are:•Creating a learning environment within the school•Sharing the best of teaching practice through rounds•Strengthening the work on literacy and numeracy across the

curriculum• Introducing assessment for learning to enable students to take

more control over their own learning•Distributing leadership capacity•Monitoring student progress through data use

What this looks like in successful What this looks like in successful schoolsschools

In successful schools, the key activities are:•Creating a self directed and inclusive learning environment• Introducing innovations in teaching and sharing with other

schools•Strengthening cross curriculum working and enquiry based

projects•Encouraging student voice to enrich the curriculum monitor

their own progress and to champion curiosity•Engaging in system leadership•Using data formatively to enhance the progress of all

students

AUTHENTIC SCHOOL IMPROVEMENT AUTHENTIC SCHOOL IMPROVEMENT The ‘Skinny’ according to Michael FullanThe ‘Skinny’ according to Michael Fullan

•To get anywhere you have to do something•In doing something, you need to focus on developing skills

•Acquisition of skills increases clarity•Clarity results in ownership•Doing this together with others results in shared ownership

•Persist no matter what. Resilience is your best friend.

The Systemic AgendaThe Systemic Agenda

•Schools exist in increasingly complex and turbulent environments, but the best schools ‘turn towards the danger’ and adapt external change for internal purpose.

•Schools should use external standards to clarify, integrate and raise their own expectations.

•School benefit from highly specified, but not prescribed, models of best practice.

•Schools, by themselves and in networks, engage in policy implementation through a process of selecting and integrating innovations through their focus on teaching and learning.

•Schools use the principles of segmentation to transform the system

The future reform agenda is about schools supporting each other in a new educational landscape:

The Next Phase of ReformThe Next Phase of Reform

NMR has done well so far …NMR has done well so far …

•Increasingly clear model of change•Wayne’s leadership•Mix of technical (e.g. Munro and Lewis) and psychological

(e.g. coaches and RNLs) support•More differentiated support•Above all – commitment and energy from schools and

Principals

Segmentation requires a fair Segmentation requires a fair degree of boldness …degree of boldness …

• Schools should take greater responsibility for neighbouring schools so that the move towards networking encourages groups of schools to form purposeful collaborative arrangements.

• All failing and underperforming (and potentially low achieving) schools should have a leading school that works with them in either a formal grouping or in more informal partnership.

• The incentives for greater system responsibility should include significantly enhanced funding for students most at risk.

• A rationalisation of national state and regional functions and roles to allow the higher degree of regional co-ordination for this increasingly devolved system.

The Next Stage of the WorkThe Next Stage of the Work

•Urgency and moral purpose – focusing on student learning

•Alignment – policy and roles•Precision – in terms of teaching and school intervention•Leadership – at the three levels of RNLs, Principals and

School Improvement Groups•Segmentation – the strategic use diversity to drive

excellence

All achieved through use of Adaptive Strategies – Instructional Rounds, Triads, Residency etc

LEADING THE WORK

PowerfulLearning

Tactics

Techniques

Inside Out

From planning what to teach...

to planning how to teach

tactic |ˈtaktik|nounan action carefully planned to achieve a specific end

Tactics - TeachingNo opt out

Right is right

Stretch it

Format matters

Without apology

Tactics - Learning

Tactics - Managing

PowerfulLearning

Tactics

Techniques

Tools

Models

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PowerfulLearning

Tactics

Techniques

Tools

Models

Enga

ge

Explore

Expl

ain

Elaborate

Elaborate

Neuroscience

Cognitive Principles

Bra

in R

ules

E5

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Cognitive PrinciplesUnless the cognitive

conditions are right, we will avoid thinking

Factual knowledge must precede skill

Memory is the residue of thought

We understand new things in the context of what we

already know, and most of what we know is concrete

It is virtually impossible to become proficient at a

mental task without extended practice

Cognition training in early years is fundamentally different from cognition

training later in lifeCognition training in early

years is fundamentally different from cognition

training later in life

Children are more alike than different in terms of how

they think and learn

Children do differ in intelligence but intelligence can be improved through

hard work

Push... or Pull?

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Push AND Pull

The Goldilocks SolutionQuestions that are just right

Inside Out...

Families

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The “Alterable” Curriculum of the Home

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ANCAAX

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NCAAX

Prior Knowledge

While the home’s influence on academic learning is significant...

the quality and quantity of instruction

AND

the child’s cognitive abilities are of equal or greater

significance

Parent EducationGroup sessions led by trained parents

Workshops and courses taught by experts

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Inside... Out

TriadsInstructional

Rounds

Years

Performance

5 Years0

ActualPerformance

DesiredPerformance

Teacher Performance

Teacher Performance

Experience Practice

Triads

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