1. A Model for School Success Professional Capital: Transforming Teaching in Every School Andy Hargreaves and Michael Fullan

2. Scenario You are a new principal that has inherited a school and staff reluctant to change. The previous principal was at the school for 18 years and most of the staff has been there more than 15 years. School achievement has been sliding for the past 10 years, but the staff attributes lower results to a changing demographic.

3. How would you introduce change? Create a plan that moves the school to new levels. Provide at least 3 ideas that initiate a positive change. What would need to happen to change teaching in: ◦ Your district? ◦ Norway?

4. Two Models of Change Business Capital Performance outcomes Data driven improvement Professional Capital Social capital – teachers create together Human capital – individualism – some autonomy

5. Business view of change Measures efficiency ◦ Fewer staff – same results. ◦ Blended-delivery to reduce transportations costs – Khan Academy experiment. Looks to improve measurable exam results. ◦ Shanghai and math PISA results – school only compulsory to grade 9 ◦ Students must apply to High School – many not accepted. ◦ Very high student stress – high suicide rates. ◦ Shanghai math teachers travel to Germany to give advice.

6. Business Capital #2 Alberta’s business plan for schools ◦ CEUs awarded to high schools for student success. ◦ Schools only get paid for courses students complete. ◦ Assumption that all schools have the same students and same programs. Canadian business CEOs to show schools the way. John Manley and Canadian Council of Chief Executives. – assumption schools need to be businesses. ◦ Are Canada’s CEO exemplary – comparison of Alberta and Norway’s oil and gas royalties. ◦ Math curriculum changes – the business solution.

7. Human Capital About having and developing the requisite knowledge and skills About knowing your subject and knowing how to teach it. You cannot increase human capital just by focusing on it in isolation—must use teamwork—enabling teachers to learn from each other within and across schools—this is social capital

8. Social Capital Exists in the relations among people How the quantity and quality of interactions and social relationships among people affects their access to knowledge and information; Their senses of expectation, obligation and trust How far they are likely to adhere to the same norms or codes of behavior. Increases knowledge because it gives you access to other people’s human capital. Societies that have low levels of trust have higher levels of income inequality (US example)

9. Social Capital Social capital one of cornerstones to transform the profession. Behavior shaped more by groups much more than by individuals. Cohesive groups with less individual talent often outperform groups with superstars who don’t work as a team. Professional development does not have much impact on student learning when it relies on individual learning and does not focus on follow-thr0ugh support for teams of teachers to learn together. Social capital matters. Success in any innovation is determined by the degree of social capital in the culture of your own school.

10. Views of educational change Business Capital USA and UK are examples Change the teacher and you change the school Professional Capital Alberta, Ontario, Finland, Singapore Changing the culture where teachers work

11. Business view of teaching Demanding but technically simple Quick study requiring only moderate intellectual ability Hard at first but can be mastered readily Driven by hard performance data about what works and where to put energies Comes down to enthusiasm, hard work, raw talent, and measureable results Often replaceable by online instruction.

12. Professional capital says good teaching is Technically sophisticated and difficult Requires high levels of education and long periods of training Perfected through continuous improvement Involves wise judgment informed by evidence and experience Collective accomplishment and responsibility Maximizes, mediates, and moderates online instruction, p. 14

13. Business Approach - Misplaced Focus on Individual Teacher Quality Concentration on poor teachers who need to be removed from the system. ◦ Teacher requalification every 5 years in Australia/most of the USA and UK. ◦ Teachers must continue to take coursework to retain accreditation. ◦ Teachers receive regular evaluations. ◦ Merit pay for good teaching. ◦ Student performance determines good teaching.

14. Critique each of the solutions below: ◦ Teacher requalification every 5 years in Australia/most of the USA and UK. ◦ Teachers must continue to take coursework to retain accreditation. ◦ Teachers receive regular evaluations. ◦ Merit pay for good teaching. ◦ Student performance determines good teaching.

15. Hargeave and Fullan’s answers to : Flaws Rewarding the Individual—Merit pay doesn’t work except in jobs where the work is standardized and simple. Teaching cannot be reduced to a cookbook, set of basic skills. Relying on Standardized Measurement—It’s not metrics that drives people performance, it’s what inspires you. We need to change the culture and increase professional capital. Ignoring the School Environment: For too long teachers have worked in isolation. What matters is creating a culture of collaboration, working together, using the collective wisdom and increasing the performance and networks of a team.

16. Solutions that have failed Closing failing schools and dispersing students and administrators—They just ended up in other failing schools Bringing in smart and inexpensive young teachers into urban schools such as Teach for America. Within 3-5 years 2/3 of them move on creating more instability and leaving little of a legacy for the long run Moving principals out—creates further instability. Should train and work with networks instead Providing relentless timelines for yearly improvement—Takes time to show improvement Charter Schools—evidence on whether they are better than public schools in general is at best uncertain.

17. 4 wrong drivers for change Negative accountability Individualistic solutions Fascination with technology Piecemeal or fragmented solutions

18. The Texas Experience Schools rewarded for performance. 9 categories identified as indicators of success. Schools that did not measure-up were fined and placed under review. The second year of a warning the principal is removed. An IB school in San Antonio

19. 5 misplaced fallacies for educational change are: Excessive speed, teachers need time to plan for change together. In US and UK they spend 1500+minutes /week in classrooms. Standardization Substitution of bad people with good ones Overreliance on narrow range of performance metrics Win-lose interschool competition

20. Alternative approach to change Professional capacity building Collective responsibility, teamwork, and collaboration Moral commitment and inspiration More rather than less professional discretion Personally engaging curriculum and pedagogy with technology as its accelerator Better and broader performance metrics School-to-school assistance rather than punitive intervention from on high Systemic policies that are coherent and cohesive

21. How would you attract the best people to teaching? In Norway make a list of the top professions and rank teaching in that list. Why might a top student not be attracted to teaching? Comment on the present/ideal in Norway. ◦ Teacher status – do students see teachers as hard-working? ◦ Teacher pay ◦ Teachers’ ability to make decisions ◦ Teacher accountability

22. Profile of Teachers/Schools in Norway Use a #1 to #10 Ranking, with one meaning low and 10 identifying high level. Give reasons for your ranking. Be prepared to share your rankings and reasons. Discussion groups in Norwegian! Please report in English. See handout.

23. How can a positive teaching culture be sustained? 10 minutes – generate ideas in point form.

24. Fullan and Hargeave’s answers Starting and spreading new projects and not just implementing them Finding colleagues who can create something exciting with you together Helping struggling peers in your own school and in other schools Receiving resources for change that sometimes go direct to the teacher and not always via the supt and then the principal

25. #2 Being part of high-level conversations where teachers can come across as being just as smart and confident as principal or policymaker Being open to change but not exploitable by fashion Managing upward and challenging the system when you have to, so you can help your students Grasping that as soon as something is operating like clockwork—then it’s probably time to change it. P. 67

26. How can teacher renewal be kept fresh? Indicate some strategies to begin change and keep things from becoming stale.

27. Maintaining renewal Starting and spreading new projects and not just implementing them Finding colleagues who can create something exciting with you together Helping struggling peers in your own school and in other schools Receiving resources for change that sometimes go direct to the teacher and not always via the supt and then the principal

28. #2 renewal Being part of high-level conversations where teachers can come across as being just as smart and confident as principal or policymaker Being open to change but not exploitable by fashion Managing upward and challenging the system when you have to, so you can help your students Encourage alternate solutions.

29. 30% of US teachers leave in the first two years Important to get right people in profession to start with-need high quality training and top graduates to enter the profession and we should recruit from the top performers in college Teachers leave because of the quality of the school’s culture and its level of support

30. Different types of cultures and their effects on new teachers Veteran-oriented—very experienced colleagues who dominated culture—new teachers feel isolated and unsupported, tend to keep heads down to focus on survival and among most likely to leave profession. Novice-oriented culture: new teachers felt energized but soon exhausted and prone to burnout because of demands of constant curriculum writing and absence of more experience colleagues willing to point out shortcuts and show them the ropes Mixed—mentoring is part of wider culture and all teachers help each other

31. 3 common flaws to instituting change Should not impose instructional change uniformly on everyone because people are in different stages of careers If you invest all energy on early career teachers, you will fill schools with transient teachers who are keen but not as capable. If you defend rights of late career to choose whether or not to engage, you will then be defending those who are not capable of making reforms

32. Important to concentrate on the “dream teachers” those who have at least 4 years experience and are committed and passionate.

33. Types of school cultures 1. Balkanization: Cultures made up of separate and sometimes competing groups, jockeying for position and supremacy like loosely connected Balkan states. Teachers may not be isolated, but they are quite insulated. Some groups feel competitive with other groups and cannot manage their envy. Leads to poor communication, indifference, or subgroups going their separate ways.

34. Balkinization Can lead to squabbles about space and territory. Familiar to departmentalized high schools Search for collective responsibility for student learning across grades is one way to circumvent these dangers of balkanization In places like Alberta and Finland they realize that teachers across grade levels must work together and be in charge of curriculum writing which erases balkanization

35. Contrived Collegiality Characterized by formal, specific bureaucratic procedures to increase the attention being given to join teacher planning and other forms of working together ◦ Peer pressure—can be valuable when peers are knowledgeable. Cognitive coaching and challenge coaching can provide feedback that will deepen reflection and provoke inquiry. BUT sometimes it can be another technical way to implement an external mandate and then it doesn’t accomplish the goal ◦ A lack of trust – going through the motions of collaboration.