National leadership Learning Network Adelaide 27 th August 2008 Professor Stephen Dinham

WHAT FORMS OF LEADERSHIP, WHAT FORMS OF LEADERSHIP, LEADERSHIP STRUCTURES AND LEADERSHIP STRUCTURES AND

LEADERSHIP LEARNING ARE LEADERSHIP LEARNING ARE REQUIRED FOR ENABLING REQUIRED FOR ENABLING

TEACHERTEACHER EFFECTIVENESS?EFFECTIVENESS? National leadership Learning NetworkNational leadership Learning Network

Adelaide 27Adelaide 27thth August 2008 August 2008

Professor Stephen DinhamProfessor Stephen Dinham Research Director – Teaching, Learning and LeadershipResearch Director – Teaching, Learning and Leadership

ACERACER

Dinham NLLN 27/08/08Dinham NLLN 27/08/08 22

Clarifying Our Challenge as Leaders Clarifying Our Challenge as Leaders of School Leadership Learningof School Leadership Learning

1.1. What influences student achievement?What influences student achievement?

2.2. How do people learn?How do people learn?

3.3. What role does leadership play in quality What role does leadership play in quality teaching and student achievement?teaching and student achievement?

4.4. Key Questions for DiscussionKey Questions for Discussion


BackgroundBackground

Until the mid-1960s the prevailing view was Until the mid-1960s the prevailing view was that that schools make almost no difference to schools make almost no difference to student achievementstudent achievement, which was largely pre-, which was largely pre-determined by socio-economic status, family determined by socio-economic status, family circumstances and innate ability. circumstances and innate ability.



Today that view of social-biological educational Today that view of social-biological educational determinism has been totally refuted. determinism has been totally refuted. Schools do Schools do make a differencemake a difference, with , with the classroom teacher the classroom teacher being confirmed as being confirmed as thethe major in-school influence major in-school influence on student achievementon student achievement. .

Student socio-economic backgroundStudent socio-economic background isis however a however a significant influence on achievement, but only as it significant influence on achievement, but only as it relates to matters such as opportunity and relates to matters such as opportunity and advantage, foundation and support for learning, advantage, foundation and support for learning, role modelling and encouragement.role modelling and encouragement.



As a result, there has been a major international As a result, there has been a major international emphasis on improving the quality of teachers and emphasis on improving the quality of teachers and teaching since the 1980s. We now know teaching since the 1980s. We now know how how teacher expertise developsteacher expertise develops and we know and we know whatwhat good teaching looks likegood teaching looks like. However we also know . However we also know that that teacher quality variesteacher quality varies within schools and within schools and across the nation. across the nation.

A quality teacher in every classroom is the A quality teacher in every classroom is the ultimate aim, but how to achieve this is the big ultimate aim, but how to achieve this is the big question and challenge for educational question and challenge for educational leaders.leaders.


From the BCA Report (2008)From the BCA Report (2008)

Although Although Australia performs wellAustralia performs well on international on international measures of student achievement such as PISA measures of student achievement such as PISA (the OECD’s Programme for International Student (the OECD’s Programme for International Student Assessment involving 400,000 15-year-olds in 57 Assessment involving 400,000 15-year-olds in 57 countries), countries), there are concerns over equitythere are concerns over equity. Many . Many students in Australia continue to struggle, students in Australia continue to struggle, including Indigenous students, where the including Indigenous students, where the performance gap with non-Indigenous students performance gap with non-Indigenous students remains wide. remains wide.



Students’ Students’ social backgroundssocial backgrounds have a greater have a greater influence on educational results in Australia than influence on educational results in Australia than in higher performing countries such as Finland and in higher performing countries such as Finland and Canada. Canada.

PISA findings released in December 2007 indicate PISA findings released in December 2007 indicate that that Australia’s performance has ‘slipped’ in Australia’s performance has ‘slipped’ in comparison with other OECD nationscomparison with other OECD nations. Since the . Since the previous survey in 2003, Australia has dropped previous survey in 2003, Australia has dropped from third to sixth place in reading; from eighth to from third to sixth place in reading; from eighth to ninth in mathematics; and remains in third place in ninth in mathematics; and remains in third place in science. These changes in rankings are mainly science. These changes in rankings are mainly due to the improved performance of other nations.due to the improved performance of other nations.


ReferenceReference

Dinham, S.; Ingvarson, L. & Kleinhenz, E. Dinham, S.; Ingvarson, L. & Kleinhenz, E. (2008). ‘Investing in Teacher Quality: Doing (2008). ‘Investing in Teacher Quality: Doing What Matters Most’, in What Matters Most’, in Teaching Talent: The Teaching Talent: The Best Teachers for Australia’s ClassroomsBest Teachers for Australia’s Classrooms. . Melbourne: Business Council of Australia, Melbourne: Business Council of Australia, available at: available at: http://www.bca.com.au/Content/101446.aspxhttp://www.bca.com.au/Content/101446.aspx

http://www.bca.com.au/Content/101446.aspx


The Effects of Quality Teaching:The Effects of Quality Teaching:accounting for variance in student achievementaccounting for variance in student achievement

The Effects of Quality Teaching:The Effects of Quality Teaching:accounting for variance in student achievementaccounting for variance in student achievement

~5-10%

~50%~5-10%

> 30%

John Hattie ( 2003, 2007)

( Findings from meta-analytic research)( Findings from meta-analytic research)


Effects on LearningEffects on Learning

StudentsStudents – account for about 50% of the variance – account for about 50% of the variance of achievement: ‘It is what students bring to the of achievement: ‘It is what students bring to the table that predicts achievement more than any table that predicts achievement more than any other variable’.other variable’.

HomeHome-- accounts for about 5-10% of the variance: accounts for about 5-10% of the variance: ‘the major effects of the home are already ‘the major effects of the home are already accounted for by the attributes of the student. The accounted for by the attributes of the student. The home effects are more related to the levels of home effects are more related to the levels of expectation and encouragement, and certainly not expectation and encouragement, and certainly not a function of the involvement of the parents or a function of the involvement of the parents or caregivers in the management of schools’.caregivers in the management of schools’.



SchoolsSchools – account for about 5-10% of the – account for about 5-10% of the variance: ‘the finances, the school size, the class variance: ‘the finances, the school size, the class size, the buildings are important as they must be size, the buildings are important as they must be there in some form for a school to exist, but that is there in some form for a school to exist, but that is about it’.about it’.

PrincipalsPrincipals – ‘are already accounted for in the – ‘are already accounted for in the variance attributed to schools; their effect is mainly variance attributed to schools; their effect is mainly indirect through their influence on school climate indirect through their influence on school climate and culture’. [and culture’. [As will be seen later, I think that the As will be seen later, I think that the influence of principals and leadership generally influence of principals and leadership generally may have been underestimated, at least in may have been underestimated, at least in successful schoolssuccessful schools].].



Peer EffectsPeer Effects – account for 5-10% of the variance: – account for 5-10% of the variance: ‘It does not matter too much who you go to school ‘It does not matter too much who you go to school with, and when students are taken from one with, and when students are taken from one school and put in another the influence of peers is school and put in another the influence of peers is minimal (of course, there are exceptions, but they minimal (of course, there are exceptions, but they do not make the norm)’.do not make the norm)’.

TeachersTeachers – account for about 30% of variance: ‘It – account for about 30% of variance: ‘It is what teachers know, do, and care about which is what teachers know, do, and care about which is very powerful in this learning equation’.is very powerful in this learning equation’.


ReferencesReferences

Hattie, J. (2003). ‘Teachers Make a Difference: Hattie, J. (2003). ‘Teachers Make a Difference: What is the Research Evidence?’, paper What is the Research Evidence?’, paper presented to ACER Annual Conference, October. presented to ACER Annual Conference, October. http://www.leadspace.govt.nz/leadership/articles/tehttp://www.leadspace.govt.nz/leadership/articles/teachers-make-a-difference.phpachers-make-a-difference.php

Hattie, J. (2007). ‘Developing Potentials for Hattie, J. (2007). ‘Developing Potentials for Learning: Evidence, assessment, and progress’, Learning: Evidence, assessment, and progress’, EARLI Biennial Conference, Budapest, Hungary, EARLI Biennial Conference, Budapest, Hungary, available at: available at: http://www.education.auckland.ac.nz/uoa/educatiohttp://www.education.auckland.ac.nz/uoa/education/staff/j.hattie/presentations.cfmn/staff/j.hattie/presentations.cfm

http://www.leadspace.govt.nz/leadership/articles/teachers-make-a-difference.php

http://www.leadspace.govt.nz/leadership/articles/teachers-make-a-difference.php

http://www.education.auckland.ac.nz/uoa/education/staff/j.hattie/presentations.cfm

http://www.education.auckland.ac.nz/uoa/education/staff/j.hattie/presentations.cfm


KEY FINDINGS FROM KEY FINDINGS FROM HOW HOW PEOPLE LEARN*PEOPLE LEARN*

1.1. Students come to the classroom with Students come to the classroom with preconceptions about how the world workspreconceptions about how the world works. . If their initial understanding is not If their initial understanding is not engagedengaged, , they may fail to grasp the new concepts and they may fail to grasp the new concepts and information that are taught, or they may information that are taught, or they may learn them for purposes of a test but revert learn them for purposes of a test but revert to the preconceptions outside the to the preconceptions outside the classroom.classroom.


KEY FINDINGS FROM KEY FINDINGS FROM HOW HOW PEOPLE LEARNPEOPLE LEARN

2.2. To develop competence in an area of To develop competence in an area of enquiry, students must: enquiry, students must:

a.a. have a deep foundation of factual have a deep foundation of factual knowledgeknowledge,,

b.b. understandunderstand facts and ideas in the facts and ideas in the context of a conceptual framework, and context of a conceptual framework, and

c.c. organiseorganise knowledge in ways that knowledge in ways that facilitate retrieval and application.facilitate retrieval and application.


KEY FINDINGS FROM KEY FINDINGS FROM HOW HOW PEOPLE LEARNPEOPLE LEARN

3.3. A ‘A ‘metacognitivemetacognitive’ approach to instruction ’ approach to instruction can help students learn to take control of can help students learn to take control of their own learning by defining learning goals their own learning by defining learning goals and monitoring their progress in achieving and monitoring their progress in achieving them.them.


Implications for TeachingImplications for Teaching

1.1. Teachers must draw out and work with the Teachers must draw out and work with the pre-existing understandingspre-existing understandings that their that their students bring with them.students bring with them.

2.2. Teachers must teach some Teachers must teach some subject mattersubject matter in in depth, providing many depth, providing many examplesexamples in which the in which the same same conceptconcept is at work and providing a firm is at work and providing a firm foundation of foundation of factual knowledgefactual knowledge..

3.3. The teaching of The teaching of metacognitive skillsmetacognitive skills [ [learninglearning how to learnhow to learn] should be ] should be integratedintegrated into the into the curriculum in a variety of subject areas.curriculum in a variety of subject areas.


Designing Classroom EnvironmentsDesigning Classroom Environments

1.1. Schools and classrooms must be Schools and classrooms must be learner learner centredcentred..

2.2. To provide a knowledge-centred To provide a knowledge-centred classroom environment, attention must be classroom environment, attention must be given to given to whatwhat is taught is taught (information, (information, subject matter), subject matter), whywhy it is taught it is taught (understanding), and (understanding), and what what competencecompetence or or masterymastery looks like looks like..



3.3. Formative assessmentsFormative assessments – ongoing assessments – ongoing assessments designed to make students’ thinking visible to designed to make students’ thinking visible to both teachers and students – are central. They both teachers and students – are central. They permit the teacher to grasp the students’ permit the teacher to grasp the students’ preconceptions, understand where the students preconceptions, understand where the students are in the ‘developmental corridor’ from informal are in the ‘developmental corridor’ from informal to formal thinking and design instruction to formal thinking and design instruction accordingly. accordingly. In the assessment-centred In the assessment-centred classroom environment, formative assessments classroom environment, formative assessments help both teachers and students monitor help both teachers and students monitor progress.progress.



4.4. Learning is influenced in fundamental Learning is influenced in fundamental ways by the ways by the contextcontext in which it takes in which it takes place. A place. A community-centred approachcommunity-centred approach requires the development of norms for the requires the development of norms for the classroom and school, as well as classroom and school, as well as connections to the outside world, that connections to the outside world, that support support core learning valuescore learning values..


Applying the design framework to Applying the design framework to adult learningadult learning

Many approaches to teaching adults consistently Many approaches to teaching adults consistently violate principles for optimising learning.violate principles for optimising learning.

Professional development programs for teachers, Professional development programs for teachers, for example, frequently:for example, frequently:

Are not learner-centredAre not learner-centred Are not knowledge-centredAre not knowledge-centred Are not assessment-centredAre not assessment-centred Are not community-centredAre not community-centred• Bransford, J.; Brown, A. & Cocking, R. (Eds) (2000). Bransford, J.; Brown, A. & Cocking, R. (Eds) (2000). How People Learn: Brain, How People Learn: Brain,

Mind, Experience, and SchoolMind, Experience, and School. Washington, DC.: National Academy Press.. Washington, DC.: National Academy Press.


THE CENTRAL MESSAGETHE CENTRAL MESSAGE

The teaching of highly successful teachers is The teaching of highly successful teachers is student-centredstudent-centred andand teacher directedteacher directed..

Such teachers possess and utilise three forms of Such teachers possess and utilise three forms of professional knowledge:professional knowledge:

1.1. SubjectSubject Content Content Knowledge ( Knowledge (whatwhat subject subject content to teachcontent to teach))

2.2. SubjectSubject Pedagogic Content Pedagogic Content Knowledge ( Knowledge (howhow to to teach certain subject contentteach certain subject content))

3.3. SubjectSubject Course Content Course Content Knowledge (Knowledge (whywhy certain subject content is taught: the curriculum; certain subject content is taught: the curriculum; examsexams))


Leadership?Leadership?

We have confirmed the crucial importance of the teacher to We have confirmed the crucial importance of the teacher to student learning. The challenge for any educational student learning. The challenge for any educational leader… is to make things happen within individual leader… is to make things happen within individual classrooms. … classrooms. … school leaders can play major roles in school leaders can play major roles in creating the conditions in which teachers can teach creating the conditions in which teachers can teach effectively and students can learneffectively and students can learn, although the influence of , although the influence of leadership on student achievement has perhaps been leadership on student achievement has perhaps been underestimated. …underestimated. …

Today, Today, leadership is seen as central and essential to leadership is seen as central and essential to delivering the changes, improvement and performance delivering the changes, improvement and performance society increasingly expects of all organisationssociety increasingly expects of all organisations, including , including schools. schools.


Four Fundamentals of Student SuccessFour Fundamentals of Student Success (Dinham, 2008)*(Dinham, 2008)*

FOCUS ON THE STUDENT

(Learner, Person)

LEADERSHIP

QUALITYTEACHING

PROFESSIONAL LEARNING


Some Key QuestionsSome Key Questions

1.1. Given the diversity of schools, schooling systems and Given the diversity of schools, schooling systems and sectors, what does it mean for principals to be sectors, what does it mean for principals to be responsible, and held accountable for responsible, and held accountable for teacherteacher effectivenesseffectiveness? ?

2.2. Who Who doesdoes and and should doshould do the actual work of ensuring the actual work of ensuring teacher effectiveness in a school? Is leading professional teacher effectiveness in a school? Is leading professional practice in a school a specialism in its own right? practice in a school a specialism in its own right?

3.3. Where is Where is student voicestudent voice in teacher effectiveness? in teacher effectiveness? 4.4. How do we support How do we support emergent leadersemergent leaders to be effective to be effective

enablers of teacher effectiveness?enablers of teacher effectiveness?


Mapping the Landscape for Enabling Mapping the Landscape for Enabling Teacher EffectivenessTeacher Effectiveness

1.1. How educational leaders make things How educational leaders make things happen in the classroomhappen in the classroom

2.2. Trends in Professional LearningTrends in Professional Learning

3.3. Key Discussion QuestionsKey Discussion Questions


PUTTING IT ALL TOGETHER: WHAT PUTTING IT ALL TOGETHER: WHAT SUCCESSFUL EDUCATIONAL LEADERS DO*SUCCESSFUL EDUCATIONAL LEADERS DO*

They make students, as learners and people, the They make students, as learners and people, the central central focusfocus of the school. of the school.

They make teaching and learning the central They make teaching and learning the central purposepurpose of the school. of the school.

They ensure that student They ensure that student welfarewelfare policies and policies and programs are integrated with and underpin programs are integrated with and underpin academic achievement.academic achievement.

They have a They have a visionvision for where they want their for where they want their school to go and for what they want it to be.school to go and for what they want it to be.



They are effective They are effective communicatorscommunicators at all levels. at all levels. They are able to They are able to balancebalance the big picture with finer the big picture with finer

detail.detail. They possess They possess perspectiveperspective and can prioritise. and can prioritise. They place a high priority on and invest in the They place a high priority on and invest in the

professional learningprofessional learning of themselves and others. of themselves and others. They are informed, critical users of educational They are informed, critical users of educational

researchresearch..



They continually seek to They continually seek to improveimprove the quality of the quality of teaching in their school.teaching in their school.

They seek ways for every student to achieve and They seek ways for every student to achieve and experience experience successsuccess..

They act as talent spotters and coaches of They act as talent spotters and coaches of talented teacherstalented teachers and release individual and and release individual and organisational potential.organisational potential.

They question and push against They question and push against constraintsconstraints.. They seek They seek benefitsbenefits from imposed change. from imposed change. They are informed They are informed risk takersrisk takers and encourage and encourage

others to do the same.others to do the same.



They have a They have a positivepositive attitude and seek to drive attitude and seek to drive out negativity.out negativity.

They They modelmodel the values they expect in others such the values they expect in others such as integrity, altruism and self-growth.as integrity, altruism and self-growth.

They build a They build a climateclimate of trust, mutual respect, of trust, mutual respect, collegiality and group identity. collegiality and group identity.

They believe in education for the They believe in education for the benefitbenefit of the of the individual and society.individual and society.

They work They work forfor students, staff, the school and students, staff, the school and community, rather than for themself.community, rather than for themself.



They can read and They can read and respondrespond to people and build to people and build relationships.relationships.

They have high professional They have high professional standardsstandards and expect high and expect high levels of professionalism in return.levels of professionalism in return.

They possess courage and demonstrate They possess courage and demonstrate persistencepersistence and and resilience.resilience.

They build productive external They build productive external alliancesalliances with parents, the with parents, the community, government agencies, business and the community, government agencies, business and the profession.profession.

They entrust, empower and encourage others through They entrust, empower and encourage others through distributed leadershipdistributed leadership and engage in productive team and engage in productive team building.building.



They provide timely and constructive They provide timely and constructive feedbackfeedback, , good and bad.good and bad.

They are They are approachableapproachable and good listeners; they and good listeners; they can read and reach people.can read and reach people.

They create an environment where people strive They create an environment where people strive to do their best and where they are to do their best and where they are recognisedrecognised for for their effort and achievement.their effort and achievement.

They emphasise and use They emphasise and use evidenceevidence, planning and , planning and data. data.



They are constantly concerned with lifting school They are constantly concerned with lifting school performanceperformance; nothing is permitted to get in the ; nothing is permitted to get in the way.way.

They see themselves and their school as being They see themselves and their school as being accountableaccountable for student achievement. for student achievement.

Overall, they are Overall, they are authoritativeauthoritative, being highly , being highly responsive and highly demanding of individuals, responsive and highly demanding of individuals, teams and groups, and above all, themselves.teams and groups, and above all, themselves.


Types of Professional LearningTypes of Professional Learning

TraditionalTraditional Formal pre-serviceFormal pre-service ad hocad hoc, on the job, on the job Professional associationsProfessional associations Informal self-directedInformal self-directed Formal in-serviceFormal in-service Formal postgraduate studyFormal postgraduate study


Types of Professional LearningTypes of Professional Learning

Alternative ApproachesAlternative Approaches Action researchAction research Action learningAction learning Formal mentoring and coachingFormal mentoring and coaching Professional standards/certification (mandatory, Professional standards/certification (mandatory,

voluntary)voluntary) Professional learning modulesProfessional learning modules Learning communitiesLearning communities Institutes, centres and other bodiesInstitutes, centres and other bodies


Professional Learning Professional Learning since the mid-1970ssince the mid-1970s

FromFrom ……………………… ……………………… ToToCentralisedCentralised DecentralisedDecentralisedSystem responsibilitySystem responsibility Individual, collective responsibilityIndividual, collective responsibilityOff the shelfOff the shelf TailoredTailoredGeneralisedGeneralised ContextualisedContextualisedOff site, apartOff site, apart On site, embeddedOn site, embeddedInputInput OutcomesOutcomesPassivePassive InteractiveInteractiveExternal expertExternal expert External partnerExternal partnerIndividual learningIndividual learning Community learningCommunity learningTheory basedTheory based Problem basedProblem basedTransactionalTransactional RelationalRelationalChanging thingsChanging things Changing peopleChanging peopleLearning by seeing, hearingLearning by seeing, hearing Action learningAction learningUsing researchUsing research Doing researchDoing researchBroad focusBroad focus Student/learning focusStudent/learning focus


*(2008) ACER Press [November]*(2008) ACER Press [November]


Discussion QuestionsDiscussion Questions

1.1. How do we identify, attract, prepare and How do we identify, attract, prepare and support the next generation of educational support the next generation of educational leaders?leaders?

2.2. How might leadership be different in the How might leadership be different in the schools of tomorrow?schools of tomorrow?

3.3. What sort of learning for leadership are we What sort of learning for leadership are we going to need?going to need?

4.4. Who and what should be involved with the Who and what should be involved with the above processes?above processes?


Contact DetailsContact Details

Professor Stephen DinhamProfessor Stephen DinhamResearch Director – Teaching, Learning and LeadershipResearch Director – Teaching, Learning and LeadershipACERACERPrivate Bag 55Private Bag 55Camberwell Vic 3124Camberwell Vic 3124Email: Email: [email protected]@acer.edu.auPhone: 03 9277 5463Phone: 03 9277 5463Website: Website: www.acer.edu.au/staffbio/dinham_stephen.htmlwww.acer.edu.au/staffbio/dinham_stephen.html

mailto:[email protected]

http://www.acer.edu.au/staffbio/dinham_stephen.html

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National leadership Learning Network Adelaide 27 th August 2008 Professor Stephen Dinham