Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre Leading FoR 3-6 success

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre Acknowledgement of Country We acknowledge the traditional Custodians of this Land, where the Aboriginal People have performed age-old ceremonies of storytelling, music, dance and celebration. We acknowledge and pay respect to the Elders past and present, and we acknowledge those of the future, for they will hold the memories, traditions and hopes of Aboriginal Australians. We must always remember that under the concrete and asphalt this Land is, was, and always will be traditional Aboriginal Land.

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre Professional Teaching Standards Standards addressed at Professional Competence in this workshop include: 1.3.2: Mentor colleagues to ensure that classroom programs and teaching strategies are pedagogically sound and research-based : Model effective practices for systematically analysing and reflecting on individual teaching practice in relation to student learning outcomes : Assist colleagues to plan their professional development to enhance knowledge of subject/content and classroom skills.

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre Leading Focus on Reading 3-6 in your school program Module 1 1 x 2hr Module 1 1 x 2hr Between-module tasks Module 4 1 x 2hr Module 4 1 x 2hr Module 3 1 x 2hr Module 3 1 x 2hr Module 2 1 x 2hr Module 2 1 x 2hr Leadership FoR and of 3-6 literacy learning Leadership FoR and of 3-6 literacy learning Culture FoR 3-6 comprehension Culture FoR 3-6 comprehension Leading FoR 3-6 differentiation Leading FoR 3-6 differentiation Leading FoR 3-6 success Leading FoR 3-6 success

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre During this session, you will: Session overview  examine a new approach to educational reform that transforms classroom teaching and learning practice  consolidate your understanding of the role of school leaders in the change process  consolidate your understanding of what it means to be a reflective practitioner  be familiar with professional learning communities  reflect on professional learning in your school.

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre Phase 1 Making connections...

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre professional learning precisionpersonalisation making a difference in the lives of students committing to reducing the gap between high and low performers within your school or district contributing to reducing the gap in the larger environment transforming the working (or learning conditions) of others so that growth, commitment, engagement, and constant spawning of leadership in others are being fostered. ‘Breakthrough solutions’ Putting the learner at the centre. Assessment for learning. Daily learning on the part of teachers, collectively and individually. TASK

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre 1. To be effective, every leader must have moral purpose. 2. Moral purpose should be involved in both process and the end product. 4. Moral purpose is difficult because you have to contend with different ideas and cultures that people in organisations bring to the community. 3. Moral purpose cannot be stated; it must have strategies to make it happen. 5. Culture and core values are often the glue that holds the organisation together. TASK

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre  All students can achieve high standards, given significant time and support.  All teachers can teach to high standards, given the right conditions and assistance.  High expectations and early intervention are essential.  Teachers need to learn all the time and they need to be able to articulate both what they do and why they do it. The non-negotiable beliefs …

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre  Knowing in a precise way the strengths and weaknesses of each student at the point of instruction through accurate formative assessment.  Knowing the appropriate instructional responses and in particular when and how to use which instructional strategies and matched resources.  Having the classroom structures, routines and tools to deliver differentiated instruction and focused teaching on a daily basis. (Breakthrough, p. 33.) Focused teaching

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre Encompasses standards, targets, and the use of data to inform instruction through assessment for and of learning. Establishing and refining conditions conducive to providing explicit support for focused instruction Effective teaching that is structured and focused on the learning needs of each student in the class. Must exist in the school and are required through relationships at all levels of the system. Required when even with the best teachers in place, students fail to make progress. Involve linking with the home, with feeder schools and with the community; they are important at all levels of schooling.

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre (Available from: Professional Learning and Leadership Development Directorate: )

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre Identify / Gather Data Learn Discuss / Plan Implement Learn Observe Reflect Data driven systems that focus on the learning needs of all students. (Breakthrough, p. 54.) Critical learning instructional pathway

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre Pre-test Create student profiles Organise instructional groups Provide focused instruction. Observe and monitor. Use data to plan and evaluate lessons and give feedback. Post-test Update student profiles (State of New South Wales through the Department of Education and Training, 2009.)

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre ( Coherence-making

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre Reflection is… “…the ability to look back and make sense of what happened and what you learned. But it’s also the ability to look forward, to anticipate what’s coming up, and what you need to do to prepare.” York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2006). Reflective Practice to Improve Schools. Edwards-Groves, 2003 TASK

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre The Reflective Practice Spiral illustrating four levels at which reflection can be developed: (York-Barr et al..)

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre Policy statement Professional learning for school staff should contribute to the professional growth of staff and improved student outcomes in NSW public schools. The individual, the school, state office and regions share responsibility for promoting, planning, implementing and evaluating professional learning in schools. (Professional learning policy for schools, Department of Education and Communities, 2004: )

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre Professional learning metaphors ‘Pass the parcel’ The ‘journey’ / ‘expedition’ The ‘pit’ stop (Action research as professional development, Shirley Grundy, 1995)

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre 1: Professional learning is focused on student outcomes (not just individual teacher needs). 2: Professional learning is focused on and embedded in teacher practice (not disconnected from the school). 3: Professional learning is informed by the best available research on effective learning and teaching (not just limited to what they currently know). 4: Professional learning is collaborative, involving reflection and feedback (not just individual inquiry). The seven principles of highly effective professional learning:

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre 5: Professional learning is evidence-based and data- driven (not anecdotal) to guide improvement and to measure impact. 6: Professional learning is ongoing, supported and fully integrated into the culture and operations of the system-schools, networks, regions and the centre (not episodic and fragmented). 7: Professional learning is an individual and collective responsibility at all levels of the system (not just the school) and it is not optional. (Professional learning in effective schools: The seven principles of highly effective professional learning, Leadership and Teacher Development Branch, Department of Education and Training, Victoria, 2005.)

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre Building capacity … when teachers and other colleagues work and learn collaboratively with a clear focus on learning – of students and of themselves – schools’ and, ultimately, the system’s overall capacity is built, helping to raise standards and promote a broader range of outcomes, as well as generating and supporting sustainable improvements. … whatever else you are focusing on... You need to be working on developing your professional learning community in parallel and in relation to these efforts, to help embed them into your working practices. (Stoll et al., 2006)

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre Professional learning community Group as well as individual professional learning Inclusive membership Mutual trust, respect and support Collaboration focused on learning Reflective professional enquiry Collective responsibility for students’ learning Openness, networks and partnerships Shared values and vision (Louise Stoll, 2006)

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre Broad phases of the journey to develop a PLC … Starting out – acquiring information and beginning to use ideas Developing – experimenting with strategies and building on initial commitment Deepening – well on the way, having achieved a degree of mastery and feeling the benefits Sustaining – introducing new developments, and re-evaluating quality – PLC as a way of life Deciding where you are as a PLC, Stoll et al (2006)

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre … She also notes there is a profound relationship between specific teaching practices and student achievement and that these practices are related to teacher professional learning opportunities. At the risk of pointing out the obvious, teachers cannot change their practices if they do not learn new ones. … the key to producing changes in teaching practice is providing opportunities for teachers to view themselves as learners. (Darling–Hammond, 1999, cited in Hinde, 2003) Change processes

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre Three dimensions of CBAM: Stages of concern – seven reactions to new programs/initiatives – KNOW; REACT. Levels of use – behaviours as teachers become more familiar and more skilled in using the new program/innovation – USE. Innovation configurations – teachers adapt programs/innovations in their own situations – REFLECT; INNOVATION. Think about this in relation to your own learning. Change processes

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre Stages of concernExpression of concern 0AwarenessI am not concerned about it. 1InformationalI would like to know more about it. 2PersonalHow will it affect me? 3ManagementI seem to be spending all my time getting materials ready. 4ConsequenceHow is my use affecting learners? How can I refine it to have more impact? 5CollaborationHow can I relate what I am doing to what others are doing? 6RefocusingI have some ideas about how to make this work even better. CBAM Stages of concern

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre 28 Department of Education and Training, An introduction to quality literacy teaching, 2009, Department of Education and Training, Professional learning policy for schools, Department of Education and Training, School leadership capability framework, Fullan, M. (2002) Moral purpose writ large, The School Administrator Web Edition. Fullan, M., Hill, P. & Crevola, C. (2006) Breakthrough, Change Forces, Education in Motion. Grundy, S. (1995) Rethinking professional development: Action research as ongoing professional development. Hargraves, A. & Shirley, D (2008) ‘The Fourth way’, in Educational leadership: Association for supervision and curriculum development, pp Hinde, E (2003) Reflections of reform: A former teacher looks at school change and the factors. The Teachers College Record. Kennedy, E. & Shiel, G. (2010) ‘Raising Literacy Levels With Collaborative On-Site Professional Development in an Urban Disadvantaged School’, in The reading teacher, 63(5), pp International Reading Association. Bibliography

Phase 1 Module 1 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre Leadership and Teacher Development Branch, Department of Education and Training, Victoria, (2005) Professional learning in effective schools: The seven principles of highly effective professional learning. Stoll, L. Enhancing internal capacity: Leadership for learning, National College for School Leadership, viewed 29 April 2009, Sweeny, B. (2010) The CBAM: A model of the people development process Whitfield, V. & Moore, J. (2007) ‘Making It Happen: Sustaining a Commitment for Reading Success’, in The reading teacher, 61(3), pp , International Reading Association. York-Barr, J., Sommers, W. A., Ghere, G.S., & Montie, J.(2006) Reflective practice to improve schools an action guide for educators, second edition, Thousand Oaks, CA: Corwin Press. Bibliography