Welcome to the Dandenong Ranges & Knox Networks’ 2009 Conference

DANDENONG RANGES NETWORK 2009 Network Leadership team: John ChiswellMacclesfield PS Tanya CookeMenzies Creek PS Tom DalyUpwey HS Mark FlackBoronia Heights PS

DANDENONG RANGES NETWORK Interim Network Leadership team: Barb RoseKallista PS John ChiswellMacclesfield PS Tanya CookeMenzies Creek PS Tom DalyUpwey HS Mark FlackBoronia Heights PS

KNOX NETWORK 2009 Network Leadership Team: Glenn FankhauserRowville SC Gail HoeyYawarra PS Phillip WhiteLysterfield PS Cheryl WilliamsFairhills PS

KNOX NETWORK Interim Network Leadership Team: Andrew CrossettWantirna South PS Penne DaleyKnox Hardens PS Jim HarryKaroo PS Gusty MartinScoresby SC Helen StorrWattleview PS

CONFERENCE PLANNING TEAM Many thanks to: Darrelyn BoucherCockatoo PS Brendan CampbellBoronia West PS Barb KewishCockatoo PS Ian MichelsonBayswater PS Helen StorrWattleview PS Mary-Ann Williams Bayswater South PS

HOUSEKEEPING Darrelyn:

AGENDA Thursday 26th March 9:00– 10:45 Welcome / Why Instructional Leadership? 10:45–11:30 Meet the Sponsors / Morning Tea 11:30–12:45Juggling the demands of the work 12:45–1:55Market Place / Sponsors Raffles / Lunch with Sponsors 2:00–3:15Working in separate networks 3:15 onwardsAfternoon Tea / Self Directed Activities

IT’S ALL ABOUT THE CLASSROOM It’s all about students and their learning!

LEADING TOGETHER FOR IMPROVEMENT

WHY INSTRUCTIONAL LEADERSHIP? Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn in school. Leithwood, Seashore Louis, Anderson, & Wahlstrom, 2004

Facilitative, supportive actions by principals as instructional leaders have powerful, effects on classroom instruction. Blasé & Blasé (2004)

IDENTIFYING WHAT MATTERS Percentage of Achievement Variance Students Teachers Home Peers Schools Principal Hattie, J. (2005) University of Auckland

EMR THEORY OF ACTION If we enhance the Instructional Leadership capacity of EMR Principals in order to improve teacher practice and to develop a common understanding of what constitutes effective teaching and learning, then student performance will improve.

POSTCARD PROTOCOL Consider the pictures provided and select the one that best captures your feelings about being an Instructional Leader In turn, explain why it represents your view of the work of being an instructional Leader: how it represents your feelings, aspirations and apprehensions.

The Principal of a successful school is not the Instructional Leader but the coordinator of teachers as Instructional Leaders. Blasé & Blasé (2004)

“In short, Instructional Leadership are those actions that a principal takes or delegates to others, to promote growth in student learning “ Flath (1989) “Leading Learning Communities” National Association of Elementary School Principals (2001)

ATTRIBUTES OF AN EFFECTIVE INSTRUCTIONAL LEADER Has sound pedagogical knowledge Promotes and participates in teacher learning Facilitates “Open to learning’ conversations Plans coordinates and evaluates teaching Provides adequate resources Creates a supportive environment Vivienne Robinson

WHAT DO INSTRUCTIONAL LEADERS DO? Richard Elmore says that Instructional Leaders: ensure teachers plan and teach lessons and units of instruction together set up opportunities for teachers to observe and discuss each others’ practice engage in observation of instructional practice unrelated to evaluation and supervision undertake professional development about learning with teachers

QUICK QUIZ How often do you ensure these activities occur in your school? 1.Ensure teachers plan and teach lessons and units of instruction together 2.Set up opportunities for teachers to observe and discuss each others’ practice 3.Engage in observation of instructional practice unrelated to evaluation and supervision 4.Undertake professional development about learning with teachers Never Once per term Monthly Weekly

AN EMR MEASURE OF INSTRUCTIONAL LEADERSHIP You and your staff have reliable, relevant and rigorous data to monitor student progress and to guide effective practice. You are able to broker full agreement from all staff as to what constitutes effective teaching and learning and assessment in your school. You support staff through a consistent and dependable performance and development culture.

ACTIVITY 1: What are best practice behaviours? You and your staff have reliable, relevant and rigorous data to monitor student progress and to guide effective practice. You are able to broker full agreement from all staff as to what constitutes effective teaching and learning and assessment in your school. You support staff through a consistent and dependable performance and development culture.

ACTIVITY 2: Personal Action Planning From the discussion what are the areas you need to focus on to build your own capacity as an Instructional Leader? How can the Network support your professional development?