1. Literacy and Numeracy Partnership Project Curriculum Partnerships Being an Instructional Leader Gavin Power Consultant Principal Curriculum Partnerships

2. Literacy and Numeracy Partnership Project Curriculum Partnerships The three key reforms Effective and evidence-based teaching of literacy and numeracy; Strong school leadership and whole-school engagement with literacy and numeracy; and Monitoring of student and school literacy and numeracy performance to identify where support is needed

3. Literacy and Numeracy Partnership Project Curriculum Partnerships The importance of leadership “A highly effective school leader can have a dramatic influence on the overall academic achievement of students.” (Michael Fullan, 2005) “ When leadership is focused on results, on urging a formal, frequent review of the impact of instruction, teaching improves.” (Results Now, M Schmoker, 2001)

4. Literacy and Numeracy Partnership Project Curriculum Partnerships Strong school leadership Dimensions of leadership Whole-school planning Professional culture Differential instruction Resource allocation Parent and community engagement –Improving the literacy and numeracy achievements of public school students 2010-2014.

5. Literacy and Numeracy Partnership Project Curriculum Partnerships Professional culture School leadership teams will improve student achievement by: maintaining a culture of high expectations for students and staff building a school learning community that allows teachers to use evidence- informed teaching and learning strategies ensuring all staff feel confident in their ability to implement the school plan ensuring professional learning opportunities align with school targets and priorities providing opportunities for teachers to reflect regularly on their practice and receive collegial support building literacy and numeracy leadership with key staff.

6. Literacy and Numeracy Partnership Project Curriculum Partnerships

7. Literacy and Numeracy Partnership Project Curriculum Partnerships 7 How might we explain the variance in student achievement? What are the top 5 factors? In statistics, analysis of variance (ANOVA) is a collection of statistical models, and their associated procedures, in which the observed variance is partitioned into components due to different explanatory variables. How might we explain the variance in student achievement? What are the top 5 factors? In statistics, analysis of variance (ANOVA) is a collection of statistical models, and their associated procedures, in which the observed variance is partitioned into components due to different explanatory variables. Notes on Analysis of Variance

8. Literacy and Numeracy Partnership Project Curriculum Partnerships 8 Over 750 Meta-analyses of over 50,000 international studies See Hattie, J. (2007). ‘Developing Potentials for Learning: Evidence, assessment, and progress’, EARLI Biennial Conference, Budapest, Hungary. http://www.education.auckland.ac.nz/uoa/education/staff/j.hattie/prese ntations.cfm Over 750 Meta-analyses of over 50,000 international studies See Hattie, J. (2007). ‘Developing Potentials for Learning: Evidence, assessment, and progress’, EARLI Biennial Conference, Budapest, Hungary. http://www.education.auckland.ac.nz/uoa/education/staff/j.hattie/prese ntations.cfm Research Evidence

9. Literacy and Numeracy Partnership Project Curriculum Partnerships 9 InfluenceEffect Size Mobility (shifting schools)-.34 Retention-.16 Television-.14 Summer vacation-.09 InfluenceEffect Size Mobility (shifting schools)-.34 Retention-.16 Television-.14 Summer vacation-.09 Student Achievement

10. Literacy and Numeracy Partnership Project Curriculum Partnerships 10 InfluenceEffect SizeSource Open v Traditional.01 School Multi-grade/age classes.04 School Inductive teaching.06 Reading: whole language.06 Out of school experiences.09 Distance education.09 Web based learning.09 InfluenceEffect SizeSource Open v Traditional.01 School Multi-grade/age classes.04 School Inductive teaching.06 Reading: whole language.06 Out of school experiences.09 Distance education.09 Web based learning.09 Student Achievement

11. Literacy and Numeracy Partnership Project Curriculum Partnerships 11 Student Achievement InfluenceEffect Size Source Teacher training.11 Teacher subject matter knowledge.12 Gender (boys-girls).12 Multi-media methods.15 Problem based learning.15 Home school programs.16 Ability grouping.18 InfluenceEffect Size Source Teacher training.11 Teacher subject matter knowledge.12 Gender (boys-girls).12 Multi-media methods.15 Problem based learning.15 Home school programs.16 Ability grouping.18

12. Literacy and Numeracy Partnership Project Curriculum Partnerships 12 InfluenceEffect Size Source Individualised instruction.20 Class size.21 Teaching test taking.22 Competitive learning.24 Inquiry based teaching.31 Simulations and gaming.34 Reading: exposure to reading.36 InfluenceEffect Size Source Individualised instruction.20 Class size.21 Teaching test taking.22 Competitive learning.24 Inquiry based teaching.31 Simulations and gaming.34 Reading: exposure to reading.36 Student Achievement

13. Literacy and Numeracy Partnership Project Curriculum Partnerships 13 InfluenceEffect Size Source Integrated curriculum programs.39 Questioning.41 Parent Involvement.46 Early intervention.47 Cooperative learning.49 Challenge of Goals.52 InfluenceEffect Size Source Integrated curriculum programs.39 Questioning.41 Parent Involvement.46 Early intervention.47 Cooperative learning.49 Challenge of Goals.52 Student Achievement

14. Literacy and Numeracy Partnership Project Curriculum Partnerships 14 InfluenceEffect Size Source Classroom Environment.56 Time on task.59 Student’s disposition to Learning.61 Teacher-student relationships.72 Prior achievement.73 Classroom behavioural.80 Quality of Instruction1.00 Feedback1.13 InfluenceEffect Size Source Classroom Environment.56 Time on task.59 Student’s disposition to Learning.61 Teacher-student relationships.72 Prior achievement.73 Classroom behavioural.80 Quality of Instruction1.00 Feedback1.13 Student Achievement

15. Literacy and Numeracy Partnership Project Curriculum Partnerships 15 1.What can I do? 2.What can’t I do? 3.How does my work compare with that of others? 4.How can I do better? 1.What can I do? 2.What can’t I do? 3.How does my work compare with that of others? 4.How can I do better? More on Feedback

16. Literacy and Numeracy Partnership Project Curriculum Partnerships 16 Major sources of variance in student achievement: Student: accounts for 50% of variance in student achievement Home: 5-10% School: 5-10% (principals, other leaders an influence) Peer Effects: 5-10% Teachers: 30% “It is what teachers know, do, and care about which is very powerful in this learning equation”. Major sources of variance in student achievement: Student: accounts for 50% of variance in student achievement Home: 5-10% School: 5-10% (principals, other leaders an influence) Peer Effects: 5-10% Teachers: 30% “It is what teachers know, do, and care about which is very powerful in this learning equation”. Research Evidence Reference: Hattie, J. (2003). ‘Teachers Make a Difference: What is the Research Evidence?’, http://www.leadspace.govt.nz/leadership/articles/teachers-make-a-difference.php

17. Literacy and Numeracy Partnership Project Curriculum Partnerships ~5-10% ~50%~5-10% > 30% John Hattie ( 2003, 2007) The Effect of Quality Teaching

18. Literacy and Numeracy Partnership Project Curriculum Partnerships The most important factor affecting student learning is the teacher.... The immediate and clear implication of this finding is that seemingly more can be done to improve education by improving the effectiveness of teachers than by any other single factor’. Wright, S.; Horn, S. & Sanders, W. (1997). 'Teacher and Classroom Context Effects on Student Achievement: Implications for Teacher Evaluation', Journal of Personnel Evaluation in Education, 11, pp. 57-67. The most important factor affecting student learning is the teacher.... The immediate and clear implication of this finding is that seemingly more can be done to improve education by improving the effectiveness of teachers than by any other single factor’. Wright, S.; Horn, S. & Sanders, W. (1997). 'Teacher and Classroom Context Effects on Student Achievement: Implications for Teacher Evaluation', Journal of Personnel Evaluation in Education, 11, pp. 57-67.

19. Literacy and Numeracy Partnership Project Curriculum Partnerships Why Instructional Leadership? Quality teaching matters and it’s time we started acting like it (Dinham 2008). It goes without saying that placing a competent professional teacher in front of every class overrides all the management priorities of the department. (Classroom First) “It is the quality of what goes on between the teacher and their students that counts. Everything else we do is to make the quality of that teaching as good as it can possibly be. It is why school leadership is so important. If the school is not led to enable each teacher to concentrate on teaching well, students will not get the quality of education they deserve (Classroom First) Quality teaching matters and it’s time we started acting like it (Dinham 2008). It goes without saying that placing a competent professional teacher in front of every class overrides all the management priorities of the department. (Classroom First) “It is the quality of what goes on between the teacher and their students that counts. Everything else we do is to make the quality of that teaching as good as it can possibly be. It is why school leadership is so important. If the school is not led to enable each teacher to concentrate on teaching well, students will not get the quality of education they deserve (Classroom First)

20. Literacy and Numeracy Partnership Project Curriculum Partnerships Bruce Joyce’s Research on transference of Professional Learning into Classroom Practice

21. Literacy and Numeracy Partnership Project Curriculum Partnerships

22. Literacy and Numeracy Partnership Project Curriculum Partnerships Clear sense of direction Prioritise and focus on student learning Know what is happening in classrooms Develop the capacity of staff Work to sustain improvement and change The Benefits of Instructional Leadership

23. Literacy and Numeracy Partnership Project Curriculum Partnerships What makes an instructional leader? “Direct assistance to teachers in their day to day activities, development of collaborative groups amongst staff, designing effective staff development, curriculum development and use of action research.” (Glickman, Gordon and Ross-Gordon 2001) “Understands effective practices in curriculum, instruction and assessment and the ability to work with teachers on the day to day problems that relate to these topics.” (Elmore, 2004)

24. Literacy and Numeracy Partnership Project Curriculum Partnerships Characteristics of an instructional leader Ability to articulate vision and values about student learning and achievement, and to make connections to behaviour Understanding of pedagogy Understanding of change management Strategic orientation and to plan medium term Understanding capacity and its role in sustaining change A commitment to promoting equity: the how rather than the what Commitment to professional development Ability to engender trust and provide positive reinforcement (David Hopkins, 2002)

25. Literacy and Numeracy Partnership Project Curriculum Partnerships Specialist teachers Assist build the capacity of staff to improve and sustain literacy/numeracy standards across the school. Collaborating Mentoring Modelling Being a guide by the side Gradual release of responsibility

26. Literacy and Numeracy Partnership Project Curriculum Partnerships ASSESS Specialist teachers assist colleagues to Translate school data & assessment into focussed instruction (e.g. NAPLAN) Utilise formative assessment as an integral part of the learning, teaching & assessment cycle (e.g. Maths Monitoring Tool) Identifying students who require case management Reflect on current teaching practice Develop & interpret diagnostic tasks

27. Literacy and Numeracy Partnership Project Curriculum Partnerships PLAN Specialist teachers assist colleagues to Set realistic short and long term targets, identify appropriate strategies & resources and monitoring for case-management students Collaborate across classes, year levels and phases Develop whole school approaches Determine monitoring processes Determine individual and school professional learning needs Identify & purchase resources that enhance student learning

28. Literacy and Numeracy Partnership Project Curriculum Partnerships ACT Specialist teachers assist colleagues to Implement key LNNP strategies (e.g. Literacy block) Engage in productive pedagogical practices inline with System requirements Be continuous learners through the provision of professional learning Monitor progress and adjust teaching strategies Maximise the support available to them (e.g. Education Assistant time) Participate in productive networking and partnerships with other schools & organisations Support parents to engage in the literacy development of their children Keep the community informed on school programs

29. Literacy and Numeracy Partnership Project Curriculum Partnerships In your context, what are you doing, can do, need assistance with? Skills of an Instructional Leader Resource Provider Instructional Resource Communicator Visible Presence

30. Literacy and Numeracy Partnership Project Curriculum Partnerships Specialist Teacher or Literacy/Numeracy Leader Role Discussion Worksheet Strengths I bring to this role. My Role -- What will I be doing? -- What will my focus be? -- Who will I work with? -- How will staff access my support? -- What actions are required? Challenges I might face & possible responses. What Professional Learning might I require? Own questions/issues to clarify?

31. Literacy and Numeracy Partnership Project Curriculum Partnerships Sharing and Negotiating the Role. Sharing Principals informs staff of the role of the Specialist Teacher and the process for accessing their support at a staff meeting. This information is documented and shared with staff. Expectations of staff are clearly articulated. Negotiating Specialist teachers negotiate with staff their support requirements applying a gradual release of responsibilty model. Clear expectations are developed of all participants and a exit strategy is determined. Discuss.