Leadership Mindsets: Innovation and Learning in the Transformation of Schools Kootenay School Leaders October Dr. Linda Kaser & Dr. Judy Halbert 1

How many… of your learners and teachers can provide thoughtful answers to the following questions: 1.Where are you going with your learning? 2.How is it going? 3.Where are you going next?

Deep Learning Schools A First Glance What does the entrance of your school say about the degree to which deep learning is the focus of the school? Is the learning identity / focus of your school clearly visible?

Overview Making the shift from Sorting to Learning Mindsets required to make this shift Implications for leadership action 4

Global Thinking Shifting from a sorting to a learning system Encouraging inquiry and lifelong curiosity Developing new forms of leadership

Global Thinking - Global Questions Flattening organizations - networks and networking Informing assessment, learning and pedagogical practice

From To Instruction and teachingDeep learning Summative assessment for grading and reporting Formative assessment to provide coaching feedback Teaching in isolationTeaching teams working as a learning community Schools on their ownSchools working together and with communities Leadership by position - hierarchy Leadership by contribution – distributed and networked “Business as usual”Genuine transformation Moving From Sorting to Learning 7

The Challenge of Shifting from Sorting to Learning What are your views? What shifts do you see taking place in your school, your district, across the Kootenays?

Typology of Deep Learning Schools Deep Learning Results Momentum for Improvement Strolling CruisingMoving SinkingStruggling

Norms of Moving Schools Inquiry Trust Learning Working together Intensely focused Strong internal responsibility Building confidence

Deep Learning Schools What does each norm look like in schools that are really on the move? Struggling? Cruising? Sinking? Think about your school? To what extent are the norms of deep learning a reality?

12 All royalties go to supporting Fine Arts in BC schools.

Research Foundations for Leadership Mindsets Case studies of BC schools over 10 years International research on leadership and findings regarding impact on student learning 13

Theoretical Perspective Leadership as: Transformative Networked (distributed) Oriented to Deep Learning Democratic 14

Leadership Mindsets Adult Learning Design Evidence Seeking Deep Learning Inquiry Trust Intense Moral Purpose 15

Leadership Mindsets INTENSE MORAL PURPOSE Quality and Equity New Forms of Quality School Identity Vulnerability and the Underserved Sustainability 16

Intense Moral Purpose Advocacy about the importance of a strong public education system

The Canadian Mindset “Canadians are less interested in ranking schools than in knowing that every school is a good school.” Bricker and Greenspon, Searching for Certainty.

Yet, we need to know how we do as a system… International measures? Canadian comparisons? Meeting the needs of all learners?

Organization for Economic Co-operation and Development P rogramme for I nternational S tudent A ssessment: P rogramme for I nternational S tudent A ssessment: Test 15-year- old Students Test 15-year- old Students Administered in 2000, in 2003, and in 2006 Number of Participating Countries: 43 in 2000, 41 in 2003, and 57 in 2006 There were 4,500-10,000 students tested in each country There were 4,500-10,000 students tested in each country

OECD Global Partners 30 member countries AUSTRALIA AUSTRIA BELGIUM CANADA CZECH REPUBLIC DENMARK FINLAND FRANCE GERMANY GREECE HUNGARY ICELAND IRELAND ITALY JAPAN KOREA LUXEMBOURG MEXICO NETHERLANDS NEW ZEALAND NORWAY POLAND PORTUGAL SLOVAK REPUBLIC SPAIN SWEDEN SWITZERLAND TURKEY UNITED KINGDOM UNITED STATES Countries invited to membership talks CHILE ESTONIA ISRAEL RUSSIA SLOVENIA Enhanced engagement BRAZIL CHINA INDIA INDONESIA SOUTH AFRICA

Canada Math6th5th Science5th8th2nd Reading2nd3rd Finland Math4th1st Science3rd1st Reading1st 2nd PISA RESULTS Finland Canada

PISA Canada British Columbia Math6th5th 4th Science5th8th2nd4th Reading2nd3rd 2nd A Look at BC

High Flat Gradient Required

PIRLS 2006 assessment BC students in fourth year of schooling - 2 nd in world after Hong Kong Source –

Canada as a Leader Findings from the OECD International Student Assessment Symposium 10 characteristics that contribute to our success: Early years – strong kindergarten programs All day schooling Comprehensive – not streamed Integration and inclusion Strong centralized curriculum

Accountability measures – comprehensive regular assessment in key grades A balance of local autonomy with central direction Strong teacher preparation Collaboration within education and with family services Early intervention and supports

And Yet… 50% of Aboriginal youth in BC do not graduate 20% of non Aboriginal youth do not graduate - and the rate is higher among some groups of new Canadians 50% of secondary students report they are not engaged in learning

CHALLENGE IN BC Sustain Quality Achieve Equity Create New Forms of Quality

Moral Purpose, You and Your School To what extent are the successes of the public system and your school known? Celebrated? What challenge are YOU passionate about? How can you provide leadership in keeping your focus on learning both broad and unique? Is the learning identity of your school clearly visible?

Leadership Mindsets TRUST Relationships First Respect Personal Regard Integrity Competence Impact on Learning 31

Trust Matters - Key Findings 1 out of 7 chances of improving learning without relational trust. Parents, teachers, and principals are all vulnerable and deeply connected. Group with the most power has to make the first move. Marked improvement in student learning. 8% - 20 % - 5 years Bryk and Schneider

Trust – Relationships First What area needs most attention in your school? How are you using deep listening to strengthen relationships? What is one tangible action you can take in the next week?

Leadership Mindsets INQUIRY Questions before directions Narrative Appreciative Problem-based Reflective Spiral of Inquiry 34

Leaders with an inquiry habit of mind do not presume an outcome; instead they allow for a range of outcomes and keep searching for increased understanding and clarity. Inquiry mindedness demands engagement in questioning, reflecting and decision-making. Helen Timperley and Lorna Earl Professional Learning Conversations: Challenges in Using Evidence (2008) Inquiry - A Leadership Mindset

Narrative - what is the dominant story? Who are the heroes? Villains? Themes? “ Stories are not only the way in which we come to ascribe significance to experiences … but also they are one of the primary means through which we constitute our very selves … we become who we are through telling stories about our lives and living the stories we tell.” Forms of Inquiry

Critical Inquiry - Examining Theories of Action 4 standards: 1.Accuracy 2.Effectiveness 3.Coherence 4.Improvability Competing Theories - Trusting Relationships

Appreciative Inquiry Appreciative Inquiry Discovery “What gives life?” What makes you proud as a teacher? Discovery “What gives life?” What makes you proud as a teacher? Dream What IF every learner was successful? Dream What IF every learner was successful? Design What will our school look like when we become a real learning community? Design What will our school look like when we become a real learning community? Destiny How will we build the capacity we need? Destiny How will we build the capacity we need? Positive Core Affirmative Topic Choice

Reflective Inquiry Reflection in Action Importance of a learning partner

LOOK for patterns ASSESS student learning DO engaging learning and teaching DEVELOP criteria for success IDENTIFY a learning challenge SUPPORT teacher learning

Inquiry How are you using stories of possibility to transform your school? How are you building reflective practice into your leadership work? How far along is your staff with critical inquiry?

Reading, Reflecting, Thinking, Relaxing Come tomorrow prepared to…..