Creative ways of applying staff development policies in schools Inkanyezi Project LEARNERS IN PUBLIC SCHOOLS PROGRAMME KWAZULU NATAL In partnership with Zenex Foundation, Michael & Susan Dell Foundation and BankSETA Creative ways of applying staff development policies in schools Cherie Pet Principal New Forest High School
Staff Development * Context * Needs - Swot Analysis * Vision for the school
Employ for Attitude Train for Skills COMMITTED SKILLS LEARNER FOCUS Employ for Attitude Train for Skills
Honor ante Honores Tag Line Values In Classroom Torch Awards Good Practices 7 Critical Skills
Education Trends / Focus 7 Essential Skills Our vision : A centre of excellence in education Our goals : Develop a good character young people who engage as critical thinkers Education Trends / Focus 7 Essential Skills Critical thinking and problem solving. Collaboration across networks and leading by influence. Agility and adaptability. Initiative and entrepreneurialism. Effective oral and written communication. Accessing and analyzing information. Curiosity and imagination. STOP THINK DO
Respect . Integrity . Commitment . Compassion Honor ante Honores Respect . Integrity . Commitment . Compassion Educating People Influencing Mindsets Effecting Change STOP – THINK – DO
WHAT DOES IT MEAN TO BE A TEACHER re: Educating people Influencing mindsets Effecting change Ensuring learners have the 7 critical skills to cope with the changing world Leading good classroom practice
Educating People Extension Classroom Critical Skills Extra Mural Academics Critical Skills Educating People Conduct
Philosophy focus at grade level Grade 08 “How to do High School” INDUCTION Commitment ___________________________________________________ Grade 09 Reflective Decisions LIFE CHOICES Respect Grade 10 Experience / world beyond the classroom OUT-REACH Empathy and understanding Grade 11 Leadership skills LEADERSHIP Willingness to engage Grade 12 Beyond School CAREER Integrity to self authenticity LIFE READINESS Honourable Life __________________________________________________
Effect Sizes - John Hattie Self-reported grades/student expectations 1.44 18. Repeated reading programs 0.67 Piagetian programs 1.28 19. Creativity programs on achievement 0.65 Response to intervention 1.07 20. Prior achievement 0.65 Teacher credibility 0.90 21. Self-verbalization and self-questioning 0.64 Providing formative evaluation 0.90 22. Study skills 0.63 Micro-teaching 0.88 23. Teaching strategies 0.62 Classroom discussion 0.82 24. Problem-solving teaching 0.61 Comprehensive interventions for learning 25. Not labelling students 0.61 disabled students 0.77 26. Comprehension programs 0.60 Teacher clarity 0.75 27. Concept mapping 0.60 Feedback 0.75 28. Cooperative vs. individualistic learning 0.59 Reciprocal teaching 0.74 29. Direct instruction 0.59 Teacher-student relationships 0.72 30. Tactile stimulation programs 0.58 Spaced vs. mass practice 0.71 Metacognitive strategies 0.69 Acceleration 0.68 Classroom behavioral 0.68 Vocabulary programs 0.67
Effect Sizes - John Hattie Student expectations 1.44 18. Repeated reading programs 0.67 Piagetian programs 1.28 19. Creativity programs on achievement 0.65 Response to intervention 1.07 20. Prior achievement 0.65 Teacher credibility 0.90 21. Self-verbalization and self-questioning 0.64 Providing formative evaluation 0.90 22. Study skills 0.63 Micro-teaching 0.88 23. Teaching strategies 0.62 Classroom discussion 0.82 24. Problem-solving teaching 0.61 Comprehensive interventions for learning 25. Not labelling students 0.61 disabled students 0.77 26. Comprehension programs 0.60 Teacher clarity 0.75 27. Concept mapping 0.60 Feedback 0.75 28. Cooperative vs. individualistic learning 0.59 Reciprocal teaching 0.74 29. Direct instruction 0.59 Teacher-student relationships 0.72 30. Tactile stimulation programs 0.58 Spaced vs. mass practice 0.71 Metacognitive strategies 0.69 Acceleration 0.68 Classroom behavioral 0.68 Vocabulary programs 0.67
NEW FOREST HIGH SCHOOL – BRAND NEW FOREST HIGH SCHOOL – Teacher Development Visible learning Student expectation Teacher credibility Teacher / learner relations Feedback
Selection of Focus areas Teacher – learner relationships Teacher credibility Ability grouping Student expectations Feedback 2014 / 2015 2015 / 2016 2016
Lessons Learnt * Do not take on too many ideas at one time * Include motivational and team building activities * Staff Development doesn’t only take place in a formal meeting or training seminar
Gavin Keller Renee Lighton Robin Booth
Future focus areas * Mindmaps - Thinking Schools * Philosophy for learners - Cathy Fry