OUR JOURNEY CONTINUES DR. BEV FREEDMAN OCTOBER, 2015 ONE DAY COURSE B. FREEDMAN OISE/NORWAY OCTOBER 2015
Jan 14, 2016
B. FREEDMAN OISE/NORWAY OCTOBER 2015
OUR JOURNEY CONTINUES
DR. BEV FREEDMAN
OCTOBER, 2015
ONE DAY COURSE
B. FREEDMAN OISE/NORWAY OCTOBER 2015
Improvement is a function of learning to do the right things in the setting where
you work
Elmore, 2004, School Reform from the inside-out, p.73.
B. FREEDMAN OISE/NORWAY OCTOBER 2015
What is Evidence of Learning
For students?
For teachers/staff ?
B. FREEDMAN OISE/NORWAY OCTOBER 2015
Vandering – Learning Walks
What has been your experience ‘vandering’ in classrooms and halls since the March course?What has been challenging?What have you noticed and been your learnings?What can we do to modify/clarify the TIDE frame to make it more useful?What conversations with teachers/staff would you like to have now?
Share at your table ………………………
B. FREEDMAN OISE/NORWAY OCTOBER 2015
Your School’s Improvement Plan
2014-2015 What were the main goals for your school last year?
Why these goals; why did you select them?
What were your strategies and resources to realize your areas of focus?
What evidence do you have that change/improvement occurred?
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Share the piece of student/teacher learning you broughtWHAT DO WE NEED TO KNOW MORE ABOUT LEARNING?
B. FREEDMAN OISE/NORWAY OCTOBER 2015
Think Impact…
WE NEED TO BECOME LEARNING LEADERS
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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)
B. FREEDMAN OISE/NORWAY OCTOBER 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:o Changing Change Management, Ewenstein, (Smith & Sologar,
McKinsey, 2015)
B. FREEDMAN OISE/NORWAY OCTOBER 2015
Innovation
Evidence Informed
Entrepreneurial
Users & practioner
s
User inspired
Innovation &
knowledge
B. FREEDMAN OISE/NORWAY OCTOBER 2015
Effective teaching is a set of complex, context decisions about teachingCARL GLICKMAN (2003) HOLDING SACRED GROUND
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B. FREEDMAN OISE/NORWAY OCTOBER 2015
Essential Skills
WAYS OF THINKINGCreativity, 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 WORLDCitizenship, Life and CareerPersonal and Social ResponsibilityAdaptability, Resilience, Integrity, Empathy, Commitment (OECD,2012,P.34 – WWW.ACT21S.ORG)
B. FREEDMAN OISE/NORWAY OCTOBER 2015
Effective Schools
Require systems thinking – complex, inter-related, ambiguous, emotional, outcomes-based
For new approaches or initiatives – have to consider all three for implications
(McRrel, 2003) there are 3 domains:
Technical – standards, curriculum, instruction, assessment, teaching, learning
Personal – affective, attitudes, skills and behaviours of the people in the system
Organizational – resources, structures, protocols, policies, resource allocation, technology
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“Effective school leadership affects teacher capacity, motivation, and commitment. And working conditions, which in turn alters teaching practices linked to student learning and achievement”. It requires elevation of the role as instructional leaders.
Fullan (2012), The Future of the Principalship.
B. FREEDMAN OISE/NORWAY OCTOBER 2015
Effective Practices for Change
Have a flexible mindset –academic optimism
What are your key issues?◦ Areas of focus◦ Areas for feedback
Focusing on quick wins “low hanging fruit”
Implement evidence-based practices based on your data
Trust and relationships matter
Build professional capacity
Monitor and provide feedback◦ Olsen, 2014
B. FREEDMAN OISE/NORWAY OCTOBER 2015
Marzano, in Balanced Leadership (2003) found that:
The leadership practices with the largest effect size (correlation between leadership and student achievement = + .30) are:
Acting as an agent of change
Promoting collaborative cultures with teachers having input into important decisions
Is situationally aware – school, the community, politics
Ensures intellectual stimulation of staffs – current with theories, effective practices
B. FREEDMAN OISE/NORWAY OCTOBER 2015
Co-learning and collaboration – “we not I”◦ Engaging in joint feedback (teacher/principal, principal/teacher to
“synchronize teaching and learning so it becomes powerful and impactful (Hattie) = leading from the middle
Activating change – ◦ Perseverance, flexibility, hard work – flexible growth mind set (Dweck, 2006) –
achievement is ‘enhance able’ and subject to change
Focusing on the learning and not the teaching
Developing and sustaining relational trust
Assessing and providing descriptive useful feedback
Practices of Leaders
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European Commission, 2003
Educated people contribute disproportionately to business innovation, productivity, voting, & improved national economic performance
Higher education attainment is linked to increased civic engagement, higher life satisfaction, healthier decisions, lower crime rates (OECD, Education at a Glance, 2009)
If national economic attainment is increased aggregate productivity is increased by 6.2%
For K-12 students measure – reading, math, science, equity in outcomes, resilience and high school graduation rates
Ontario ranked 4 behind Japan, Finland and British Columbia, Norway as 16 behind Belgium and Sweden. The US ranks 23 (http://www.conferenceboard.ca/hcp/provincial/education.aspx)
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PISA, 2009 – Reading Variability in OECD Countries
Between schools – 36%
Within schools – 64%
OECD, 2010
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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 in Leadership Teams:
◦ assistant principals, teacher leaders: ◦ department heads, coordinators, Norway: pedagogy, personnel & finance◦ collaborative leadership opposed to only the principal is the path to
improvement (Hallinger & Heck (2009)
Shared & aligned accountability for student achievement school/district wide (Fullan)
Student-focused schools/systems with high expectations – academic optimism/press
B. FREEDMAN OISE/NORWAY OCTOBER 2015
Teachers & Leaders for the 21st Century, OECD, 2012
School leaders developing, supporting and evaluating teacher quality:
Coordinating the curriculum & teaching program
Promoting teacher learning
Supporting collaborative learning communities
Monitoring teacher practice and providing useful feedback
Evaluating teacher practice with feedback◦ Classroom observations, interviews, data analysis and documentation
B. FREEDMAN OISE/NORWAY OCTOBER 2015
Teachers & Leaders for the 21st Century, OECD, 2012
Improving schools establish networks with other schools – across family of schools and/or municipalities/districts
Work on 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
B. FREEDMAN OISE/NORWAY OCTOBER 2015
B. FREEDMAN OISE/NORWAY OCTOBER 2015
Learning Myths – Atabaki, McKinsey, 2012
MYTH REALITY
Fixed from childhoodNeuroplasticity – lifelong learning, adaptive challenges
Idle brain – use 10% - brain scansMulti-tasking uses working memory –difficult to learn and multi-taskImmersive learning environments
Left (analytical) and right (creative) brain – Use only your preferred style
There is a dominance; however you work with bothGamified, Tactile, Discussions, Sensory, Reflections - integrate for all
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Equity and EqualityINSTITUTIONAL & INSTRUCTION
WHAT ARE THE DIFFERENCES? DISCUSS ……………………..
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Differentiation
For students and teachers
What is diff erentiation - discuss
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DifferentiationIT IS A CLASSROOM PRACTICE THAT LOOKS EYEBALL TO EYEBALL WITH THE REALITY THAT KIDS DIFFER, AND THE MOST EFFECTIVE TEACHERS DO WHATEVER IT TAKES TO HOOK THE WHOLE RANGE OF KIDS ON LEARNING.
CAROL ANN TOMLINSON 1999
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Differentiation: What principals want to know
Not individual instruction rather a response to students’ differing needs – using a combination or balance of modelled, shared, guided and independent instruction
Many ways to learn – Effective teaching responds to learning preferences/needs
Increases engagement, independence and students’ self-efficacy
In Canada: immigrants make up over 20% - highest % in the G8, over 200 languages, 18% speak at ;least 2 languages at home – 80% of these live in the major urban centres 1.4 million Aboriginal Over 1 million Muslim – over 3% of the population 6.3 million are South Asian (1.6 m), Chinese (1.3 m), Black, Filipino, Latin America, Arab, Korean, Japanese,
West Asia – Toronto is 47% visible minorities Students - 15% are identified with special needs, 4.3% Aboriginal (72% high school graduation compared
to 92% 25 to 34 year old for Canada) & younger 28% under 15
Canada boasts the highest percentage of foreign-born citizens than any other G8 country. In 2012, Canada welcomed a record number of immigrants for its seventh consecutive year, with 257,515 newcomers entering the country.
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Shifts in Education Teaching Content focus Learning as a product Hierarchical structure Conformity Emphasis on university education Differentiation on achievement
Learning Process Strategies Distributed leadership Diversity Emphasis on closing gaps Differentiation on instruction
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What sticky strategies promote engagement
In Learners?
Cognitive
Emotional
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Accommodate and Modify Accommodate- if student is academically capable of being on grade level then accommodate the expectations/outcomes
Work on barriers to enable students to demonstrate what they know and understand
Alter strategies for learning and assessment but not expectations
Time, space, computers, voice to text, Braille, FM systems
Right of all students
Modify – expectations/outcomes if student is above or below grade level
Alter the expectations – extensions, or at a lower but aligned grade level
Question – how much to keep credit integrity
Modify assessment. It is more than more or less expectations, assignments, or homework questions
Must be indicated on education plan and report card
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Underpinnings: Choice, Flexibility. Students responsible for their Learning
Learning styles
Multiple Intelligences
Ethno/Cultural Diversity
Economic
Background experiences – contextual
Personalities
Interests
Developmental needs and stages◦ Our classes are more diverse & why teaching is rocket science
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Implementing Differentiation – Teaching All Students
Content
Process
Product
Time
Environment
Assessment and evealution
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Differentiating Content Choice of expectations
Choice of topics
Culturally responsive
Authentic & Real-World
Add or reduce content
Order of expectations, units
Problem Based
Look to raise or lower the level of difficulty – Bloom’s Taxonomy
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Differentiation of Process Impactful Strategies
Recognizing similarities and differences, metaphors, analogies (45%)
Summarizing and note taking (37%)
Reinforcing effort and providing recognition (28%)
Homework and practices (28%)
Nonlinguistic representations (27%)
Cooperative learning (27%)
Setting objectives and providing feedback (23%)
Generating and testing hypothesis (23%)
Questions, cues, and advance organizers (22%)◦ Marzano – www.mcrel.com
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Instruction - Grouping Grouping – heterogeneous/homogeneous, student choice, teacher choice
Flexible – when staff choice and when student choice?
Whole class
Small groupings
Individual work
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Differentiating Product Student /teacher –choice/voice
Oral
Written
Visual
Tactile-kinesthetic – demonstration
Model, Demonstration
Role play/Simulation
Multimedia – blogs, twitter , podcasts, videos, YouTube, Instagram ….
Gamified learning
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Differentiating Time Expand – give more time
Reduce – if knowledge consolidated
Tiered – scaffolding
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Differentiate Environment Flexible groupings
Activity centres – distinguish space
Authentic experiences
Field Trips
Simulations
Web-based learning
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Equity Walks: What works, What need to be changed? Equity and Inclusive Education - At your tables examine 1 of the following 10
components:
Public Space
Classroom Environments
Classroom Resources
Classroom Talk
Differentiated Instruction
Differentiated Assessment
Parent & Community
Learning Teams
School Improvement
Co-curricular Activities
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B. FREEDMAN OISE/NORWAY OCTOBER 2015
Culture Responsive Pedagogy
Inclusive education, one that respects and differentiates works to remove barriers between the student and the learning
Effective instruction makes differences – p. 6 - Culturally Responsive Pedagogy
Culture is reflected in students’ multiple social identities and their ways of knowing and of being in the world” – p. 1
Hold academic optimism/high expectations Develop critical thinking and critical cultural consciousness Assisting students to be cultural respectful and responsive
B. Freedman - OISE/2015
B. FREEDMAN OISE/NORWAY OCTOBER 2015
Teachers’ “Professionally Significant” Emotional States
• Individual teacher self efficacy
• Collective teacher efficacy
• Organizational commitment
• Job satisfaction
• Stress and burnout
• Morale
• Engagement
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Effective teachers constantly reflect on their workGLICKMAN, HOLDING SACRED GROUND
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Schon1987“THE ONLY LEARNING WHICH SIGNIFICANTLY INFLUENCES BEHAVIOUR IS SELF-DISCOVERED AND SELF-APPROPRIATED.”
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Leading Learning Organizations
Leaders act as catalysts to make good things happen – Leithwood, 2004
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
B. FREEDMAN OISE/NORWAY OCTOBER 2015
Leaders RolePRACTICES
• 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
B. FREEDMAN OISE/NORWAY OCTOBER 2015
Today’s Learning Leader
Create and nurture an environment of collaborative expertise
Develop Data literacy
Academic Optimism
Focus on & track progress
Close achievement gaps
Relationships, relationships, relationships
Be Visible
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Know Our Opportunity!
Formulate Questions
Gather and Organize
Interpret and Analyze
Evaluate and Draw
Conclusions
Communicate
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Leading Learners - Digital Futures -
Any changes from our fi rst perceptions?
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How are you managing resistance?
Altering practice takes time and effort.
When a school-based leaders encounters resistance to change, there are many things to consider.
There are a few key understandings for school-based leaders who have feedback/information to share that may not be initially welcomed by the individual receiver.
Dealing with resistance is part of the job of leaders and not everyone will welcome or embrace change.
Open to Learn Conversations with Teachers
Disclose the reasoning that leads to your views.
Provide examples and illustrations of your views.
Use the “ladder of inference.”
Treat your own views as hypotheses rather than taken-for-granted truths.
Seek feedback and disconfirmation.
Listen deeply, especially when views differ from your own.
Expect high standards and constantly check to see how you are helping others reach them.
Share control of the conversation, including the management of emotions.
Share the problems and the problem-solving process.
Require accountability for collective decisions.
Foster public monitoring and review of decisions.
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B. FREEDMAN OISE/NORWAY OCTOBER 2015
Improvement Plan
2015-2016 What will be the main goals for your school this year?
What changed from last year?
Why these goals; why did you select them?
What will be your strategies and resources to realize your areas of focus?
What will be the evidence that change/improvement occurred?
B. FREEDMAN OISE/NORWAY OCTOBER 2015