Katrina Spencer Montague Partnership August 6-7 EDC

Katrina Spencer 2014 Introduction Welcome, acknowledgement of country New members, updates Housekeeping Today’s Meet O’clock appointments

Katrina Spencer 2014 Program Overview Where we are up to now By the end of these 2 days: Confirmed and clarified partnership processes Established clear partnership priorities Identified a focus area that connects your site directions to the priorities Plan to get underway Processes and tools – passenger free Emergent especially Day 2

Katrina Spencer 2014 Montague partnership inquiry focus: ‘how do leaders best activate staff to adopt pedagogies and practices that develop globally connected learners?’ Globally Connected Learners New pedagogies Digital tools Change leadership

Katrina Spencer 2014 Modified Jigsaw Process 1. Find your 2 o’clock team and using your ‘MP Research Base’ handout each choose ONE page to focus on for the group. 2. Find your ‘like group’ eg all page 1’s together etc 3. Read and discuss your page and EACH complete the question on page 5 for your section (30 min) 4. Return to the 2 o’clock team to share your discussion (20 min) Globally Connected Learners New pedagogies Digital tools Change leadership

Katrina Spencer 2014 GLOBALLY CONNECTED LEARNERS By GLOBALLY CONNECTED LEARNERS we mean…. In the Montague Partnership all learners are entitled to… NEW PEDAGOGIES The key focus of NEW PEDAGOGIES is….. This requires teachers and staff to…. CHANGE LEADERSHIP Effective CHANGE LEADERS ensure…. As a partnership this means we expect leaders to… DIGITAL TOOLS The role and focus of DIGITAL TOOLS in learning is… Learners will use digital tools… Globally Connected Learners New pedagogies Digital tools Change leadership

Katrina Spencer 2014 Morning Tea

Katrina Spencer 2014 GLOBALLY CONNECTED LEARNERS By GLOBALLY CONNECTED LEARNERS we mean…. In the Montague Partnership all learners are entitled to… NEW PEDAGOGIES The key focus of NEW PEDAGOGIES is….. This requires teachers and staff to…. CHANGE LEADERSHIP Effective CHANGE LEADERS ensure…. As a partnership this means we expect leaders to… DIGITAL TOOLS The role and focus of DIGITAL TOOLS in learning is… Learners will use digital tools… Globally Connected Learners New pedagogies Digital tools Change leadership

Katrina Spencer 2014 GLOBALLY CONNECTED LEARNERS By GLOBALLY CONNECTED LEARNERS we mean…. Connected to local community Share learning and work with the world Authentic connections – self, neighbourhood, community world  belonging In the Montague Partnership all learners are entitled to… Access and expertise Work with others in and beyond the partnership Skills and knowledge to connect Use a range of digital tools Quality support, expertise, resources and pedagogies that facilitate 9 9

Katrina Spencer 2014 NEW PEDAGOGIES The key focus of NEW PEDAGOGIES is to….. Engage kids in learning and learn how to learn Co-manage their learning with staff Stretch learners – inquire and go further Engage in big rich authentic learning tasks Solve real and complex problems Create, innovate and problem solve This requires teachers and staff to…. Differentiate and have high expectations of each learner, colleagues and self Engage in real professional conversations and reflections Model, engage and activate learning – create, innovate Work WITH kids to design and co-manage learning Collaborate and share with colleagues, kids  innovation Access tailored and targeted professional learning for you Open your class, your practice, your mind 10

Katrina Spencer 2014 DIGITAL TOOLS The role and focus of DIGITAL TOOLS in learning is… Create, make, innovate, communicate, connect Augment, extend and enhance learning To give power and independence to the learners to self manage and guide their learning – beyond boundaries Flexible learning environments Learners will use digital tools… GLOBALLY CONNECT Investigate Deepen and extend their learning Follow their passions 11

Katrina Spencer 2014 CHANGE LEADERSHIP Effective CHANGE LEADERS ensure…. Co-create a vision Connect vision to everyone and everything you do – a lens A model, framework, blueprint to lead this work A range of strategies and styles to bring people on board Connect, communicate and enact – commit Visibly lead, believe in the importance, push, learn, know – articulate, explain and promote the vision Monitor, modify, refine, sharpen vision  real progress Accountability and responsibility As a partnership this means we expect leaders to… Commit to and enact the partnership vision Be generous and share Align policies and structures to reflect the vision Challenge and question policies and processes Use data, evidence and research to drive decisions 12

Katrina Spencer 2014 Leading Change GLOBALLY CONNECTED LEARNERS Critical in the work to develop GLOBALLY CONNECTED LEARNERS will be YOUR leadership Provide direction, purpose and vision Model connecting and use technology Activate change in pedagogy & practice Coach, monitor, direct and enable staff Champion and communicate change Maintain momentum and growth This may require you to do some things differently and adopt some new practices!

Katrina Spencer 2014 Leading Change GLOBALLY CONNECTED LEADERS What might this involve?? Use Today’s Meet to capture ideas

Katrina Spencer 2014 Appreciative Inquiry ‘in every organisation something works and change can be managed through the identification of what works and the analysis of how to do more of what works’ Sue Annis Hammond DISCOVER DREAM DESIGN DESTINY

Katrina Spencer 2014 AI in action DISCOVERY What is the best of our experiences?  Understanding our ‘peak’ experiences DREAMING What do our experiences have in common?  identifying success criteria DESIGN How can we best apply this in practice?  action planning DESTINY What are our expectations and how will we implement and monitor these?  whole site agreements

Katrina Spencer 2014 DISCOVER: My most effective change leadership experience… 1. REFLECT on a time when you successfully led a change in pedagogy that improved outcomes for learners 2. CONSIDER what made this experience successful What was your role and how was it supported? What initiated the change? Why? Where did you start? With whom? What processes and resources were involved? How did you maintain momentum and connect people in? What was achieved? 3. SHARE your experience with your 8 o’clock person 4. EXPLORE what these have in common

Katrina Spencer 2014 DREAM: What do our effective change experiences have in common… 1. FIND a nearby pair and rather than share your stories share some of the BIG ROCKS that made it successful 1  2  4 grouping 2. WORK as a foursome to identify the BIG ROCKS for successful change leadership Change leadership is most effective when… 3. PREPARE to report back on your most vital BIG ROCKS as a group 4. Successful change leaders will:

Katrina Spencer 2014 DESIGN: What our effective change experiences have in common… Training/access to expertise needed/tailored Monitored, feedback People see where they fit Trust and relationships - communication Based on credible research, data Resourced Real purpose – connected to whole vision Challenge and high expectations Shared work and ownership Collaborative Open to learning conversations – perf devlpt

Katrina Spencer 2014 LUNCH

Katrina Spencer 2014

Morning Review – Hot Spot 1. Find your 6 o’clock appointment person 2. Person A is a teacher who has come to ask you as their leader the following questions: What do you mean by Globally Connected Learners? I’m already busy why are we focussing on this? 3. Now swap roles and Person B will be a parent who has come to ask you the following questions: What will be different for my kids? What can I expect to see from staff in classes?

Katrina Spencer 2014 Montague Partnership Plan Vision: Empowering everyone to be the best learner they can be Mission/Purpose: The Montague Partnership provides safe and dynamic 21C learning environments that activate and deepen learners’ and educators’ capacities and understandings. FEEDBACK- GLOBAL LEARNERS, CONNECT, FAMILIES, SPECIFIC CONTEXT Loathe itLive with itLove it!

Katrina Spencer Montague Partnership Plan Priorities PriorityOutcomes to be achieved Literacy and Numeracy Increased literacy and numeracy outcomes Increased SACE achievement and completion Learner engagement Increased attendance, engagement and retention Capacity Building Increased leadership and teacher capacity Carousel Brainstorm: At tables you will each be given one priority area to review and update for 15 minutes. RECORD your ideas neatly please! We will then pass these on for the next table to add to until yours comes back to you to check and summarise.

Katrina Spencer 2014 How do I activate new pedagogies that build globally connected kids? My own leadership challenge – enacted at my site and with support from partnership eg PLC Using this to enact my QIP/SIP priority(ies) to achieve my site vision This contributes to achieving the Montague Partnership vision and priorities Which are how we enact the DECD Strategic Plan priorities 25

Katrina Spencer 2014 GLOBALLY CONNECTED LEARNERS New pedagogies Digital tools Change leadership

Katrina Spencer 2014 Where does my site connect? MP Priority Outcomes to be achievedHow my current QIP/SIP connects to these priorities Literacy & Numeracy Increased literacy and numeracy outcomes Increased SACE achievement and completion Learner engagement Increased attendance, engagement and retention Capacity Building Increased leadership and teacher capacity HOMEWORK! Review your current QIP/SIP to identify connections with the MP priorities Where can MP priorities add value to your work? Where can your site add value to the partnership? What could you share? What might be your inquiry focus to build GLOBALLY CONNECTED LEARNERS?

Katrina Spencer 2014 Partnership Business Meeting REMINDER: Tomorrow you will need your QIP/SIP and if you have textas etc please bring Shared Beliefs and Understandings Group Norms Partnership Meeting Process ‘Enabling structures’ 2015 Use of Partnership Funds AOB??

Katrina Spencer Shared Beliefs and Understandings 1. Each child/student can achieve high standards, given the right time and the right support 2. Each educator can teach to high standards, given the right assistance 3. High expectations and early and ongoing intervention are essential for success 4. Educators need to be able to articulate what they do and why they teach the way they do (Adapted from Hill & Crevola (1999) and Sharratt & Fullan (2009, 2012) Group Norms Engage in critical, constructive, and challenging discussion Adopt a sense of responsibility in and for the group Respectfully attend to others Use professional judgement when sharing information Loathe itLive with itLove it!

Katrina Spencer Partnership Meetings Meet twice per term for full days Principals and Directors are expected to participate in all meetings Decision Making Wherever possible consensus will be used to develop agreements. Where consensus is difficult to achieve or not possible, a confidential ballot will be used. Planning Group The Partnership Planning Group is representative of the partnership membership. This group will meet twice per term and manage and communicate the agenda of Partnership group meetings, oversee the agreed priorities and where needed, make required decisions that represent the interests of the group.

Katrina Spencer 2014 Enabling Structures What processes and structures will best suit the development of a common culture and enable staff to share and co-learn? Shared Student Free Days in 2015 – 1, 2 0?? Common Staff Mtg– PLC, shared learning etc Same Transition Day – kindy/primary/sec ?? Others? Use of Partnership Funds

Katrina Spencer For information or support contact Katrina Spencer