brings together the important links between strategic thinking and planning, professional learning and the preparation of the annual School Improvement Plan
Web & Social Media Analytics Previous Year Question Paper.pdf
Presentation strategic thinking
1. Leadership capabilities
Integrating Solving complex Building
educational problems relational trust
knowledge into
practice
Leadership dimensions
Establishing goals and expectations High quality
teaching and
Resourcing strategically learning
Ensuring quality teaching
Leading teacher learning and development
Ensuring an orderly and safe environment
Source: Robinson, V.M.J., Hohepa, M., & Lloyd, C. (2009) School leadership and student outcomes:
Identifying what works and why. Wellington: Ministry of Education
2. Leading Professional Learning
• About “the main problem you are trying
to solve”.
• Are you clear on what the academic
problem is that your school is trying to
focus on?
• What are your valued academic
outcomes?
3. REFLECTIONS : FIVE MINUTES -
WORKBOOK
Are you clear on what your valued
academic outcomes are?
What is the academic problem you
are trying to solve?
To what extent do you agree on
that?
4. Three Key points to consider
• On what basis did you decide on the
nature of ‘the problem’? One source of
data is not enough.
• Have you tested your thinking with the
students themselves in some way?
• Is the level of focus broad enough to
sustain your PL focus for the year?
5. REFLECTIONS: TEN MINUTES –
PAIR/SHARE
Explain your ‘main academic
problem’ to another school and
justify your decision.
Other school is to critique that.
6. REFLECTIONS: FIVE MINUTES –ON SIP
TEMPLATE
NOW - Write your key academic
problem as a strategic goal (3 year
focus) or annual goal (1 year focus)
e.g. to improve or increase……
7. REFLECTIONS: FIVE MINUTES -
WORKBOOK
What are some of the key criteria
for effective professional learning?
8. Teacher inquiry and knowledge-building cycle
to promote valued student outcomes
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 skills
Engage
students in new
learning
experiences
Helen Timperley, University of Auckland
9. Student-Centred Leadership: Dimension Four
1. Establishing
Goals and Focus on the links Expertise external
Expectation
between what is to the group is
taught and what necessary to
2. Resourcing
Strategically
students have challenge existing
learned assumptions
3. Planning,
Coordinating and
Evaluating
Teaching and the
PL
Curriculum
4. Promoting and
Participating in
Ensure worthwhile
Teacher Learning
Voluntary or
evidence-based
compulsory?
content
5. Ensuring an
Orderly &
Supportive
Environment
10. Student-Centred Leadership: Dimension Four
1. Establishing
Goals and
Expectation Multiple Opportunities to
opportunities to process new
2. Resourcing
learn and apply learning with
Strategically information others
3. Planning,
Coordinating and
Evaluating
Teaching and the
PL
Curriculum
4. Promoting and
Participating in
Leaders
Teacher Learning
Maintain
participate and
momentum
promote
5. Ensuring an
Orderly &
Supportive
Environment
11. RATE YOUR OWN SCHOOL’S PLD:
WORKBOOK
Review your own school’s PL firstly
individually and then discuss one-
by-one.
12. STRATEGIES THAT WE MIGHT FIND
USEFUL IN OUR PL
- Use student voice to see what has / hasn’t worked
- Teachers sharing their hypotheses and why they might be a hypotheses
- Grow your own experts within your staff
- Videoing my own class to see what I am doing
- Using the Start, Stop, Keep to check-in with staff
- Negotiate with staff what are the non-negotiables
- Alignment of goals
- Use a matrix to self-reflect
- A range of strategies for staff
- Testing new strategies with the target students
- Use of peer coaches
- Educating parents
- Teachers having own goals
- Teacher voice
- Teachers analyse the teacher transcript themselves
Editor's Notes
One framework for SCL. IL + academic goal oriented behaviour – not just formulating goals, but resourcing for goals; ensuring environment is right for the goals you are setting e.g., if in chaos – first priority will be getting order.A school effectiveness model – different from a SI model – My research shoed in s secondary context that when schools were already performing well Ps used more indirect leadership (OE/PS/SR) plus G for most effect but when schools needed a lot of improvement it was direct IL where they had their effects. The SLT role was complementary to that of the P.Effects of PLD were strong in the meta-analysis but this is not necessarily the case. Again in secondary based research – two-thirds of schools PD found to be ineffective.
A key point for today – what is the problem you are trying to solve – what are your valued academic outcomes. Not say only outcomes to be valued are academic – but our thrust here today is to focus on the academic. We know that this is a good predictor of academic success – your focus and tracking of test results. Particularly important for principals to have that foucs – it differentiates between effective and ineffective schools in both secondary and primary contexts.
Do you know – and how do you know? Individually respond in your book first and then share as a school – do you all say the same thing – this will be the test of whether you have really identified this or not.Feedback on level of agreement – high, medium, low.Get some feedack on level of agreement??
A key point for today – what is the problem you are trying to solve – what are your valued academic outcomes. Not say only outcomes to be valued are academic – but our thrust here today is to focus on the academic. We know that this is a good predictor of academic success – your focus and tracking of test results. Particularly important for principals to have that foucs – it differentiates between effective and ineffective schools in both secondary and primary contexts.
