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FROM A LOWER TO A HIGHERPERFORMING SCHOOL - HOW?
Øyvind Sørreime - Norway
Workshop issues
Do you think the way we use the selection of research results is a passable way in improving teaching and learning?
Do you think the model of sustainable educational change will have an impact on students learning beyond standardizations and tests?
Norway
Stavanger
Skeie skole
Norwegian research
Good learning activities in the classroom, buttoo often the activities are not connected to each other or to a clear learning objective(Klette 2008)
There is a significant gap between the ideasof improvement among school leaders onone hand, and on the other hand the teachingand learning practices in the classrooms(Imsen 2003)
OECD’s TALIS 2008
TALIS key findings
Norway has a weak appraisal and feedback culture related both at the level of school-owner to school leadership, as well as between school leadership to teachers
Norwegian lower secondary teachers provide less feedback to student work than teachers in other participating countries
Norway has principals who are clear in the administrative part of their role as a leader, but far less visible as instructional leaders
OECD’s PISA 2009 (Programme for International
Student Assessment)
PISA key findings
Norwegian students have had significant progress in reading literacy since 2006, but they do not score any better than they did in 2000
For the first time they have a score significantly above the OECD average
From a lower to a higher performing school - how?
We know what works
We even know what works best
Robinsons ”School leadership and Students
Outcomes: Identifying what works and why”
“Promoting and participating in teacher
learning and development have a
significant impact on students' learning”Robinson, V., Hohepa, M. & Lloyd, C. (2009)
Hargreaves’ and Shirley’s ”The Fourth Way”Improving schools through sustainable educational change
”Inspiring purposes developed and achieved
with others are the foundation of successful
and sustainable educational change”Hargreaves and Shirley
Sustainability is the capacity of a system
to engage in the complexities of
continuous improvement consistent with
deep values of human purpose
Fullan 2004
Influences on Achievement
.40.30
.15
0
.50
.60
.70
.80
.90
1.0RE VE RSERE VE RSE
Developm
ental
Developm
ental
E ffects
E ffects
Typical
Typical
Teacher
Teacher
Effects
Effects
ZONE OFZONE OFDE SIRE DDE SIRE DE FFE CTSE FFE CTS
John Hattie - Visible Learning
About Hattie’s ”Visible Learning”
The principal question: What works best?
The answer relates to what’s going on in theclassroom
Feedback
Formative evaluation
Classroom behavioral
Teacher – students relationship
The opposite question: Why continue a practice that doesn’t work?
John Hattie - Visible Learning
Sustainable education beyond standardizations and testsPaths of distraction Incompatible with sustainable education
(Hargreaves and Shirley 2009)
Our basis for sustainable educational change
Autocracy – improving schools by detail governance
Technocracy – improving schools by more tests and top-down standardizations
Effervescence - improving schools by short-term strategies
Experiences from participating in the national project ”Assessment for learning”
Our own values of human purpose
Findings in national and international research and surveys
Change of practice by monitoring and instuctional leadership
Sustainable education beyond standardizations and tests
What we learned from participating in the national project ”Assessment for learning”:
Focus on students’ learning rather than students’ doing
Focus off the teacher and on to the student
Focus on clear learning objectives, feedback and feed-forward, students’ self-assessment and parents’ participation
Sustainable education beyond standardizations and tests
Yellow is a brave colour, and we
developed “yellow values” of human
p purpose at Skeie skole, which are:
*Be educationally and methodologically brave
*Act wholeheartedly in all your practice
*Act independently within our common goals
and framework
*Have a deliberate focus on learning in every classroom activity
Sustainable education beyond standardizations and tests
So – how?
Sustainable educational change
We developed a model for sustainable education
change
Reflection on teaching and learning
Visible leadership in the classroom
Visible school leadership
Sustainable educational changeReflection on teaching and learning
Success Criterion:
Use precise terms for learning when learning is
planned and implemented
Sustainable educational changeReflection on teaching and learning
Teachers: Weekly talks of how to• have a clear beginning and a clear summary of each learning session• use students' prior knowledge actively• clarify the purpose of learning session for students• help students to develop a variety of learning strategies
School leaders: Monthly feedback to the teachers
Organization: Develop a common understanding of
key learning concepts and transform it to practice in
the classroom
Sustainable educational changeReflections on teaching and learning
Key learning consepts:
Learning goals that are clear, concrete, which are repeated and understood, provides a high learning effect
Criteria that are clear, concrete, which is repeated and understood, provides a high learning effect
Feedback that relates to learning objectives and criteria, provides a high learning effect
Feed-forward that builds on students' acquired knowledge, and linked to learning strategies, provides a high learning effect
Students' skills in self-assessment provides a high learning effect
Students' ability and opportunity to communicate with peers and teachers about what is learned, provides a high learning effect
The students' own efforts of learning, provides a high learning effect
Sustainable educational changeVisible leadership in the classroom
Success Criterion:
Use the methodological steps that we know
works best for students
Sustainable educational changeVisible leadership in the classroom
Build robust teacher-student relationships
Use the points from the teachers’ weekly talks
Use clear learning goals and concrete criterias of achievement
Use feedback and feed-forward based on clarified criterias of achievement
Develop and use the students’ skills in self-assessment
Sustainable educational changeVisible school leadership
Success Criterion:
Apply educational leadership that has a
significant impact on students' learning.
Transform the school to a learning organization
Sustainable educational changeVisible school leadership
Participate in the classrooms regularly
Participate in regular talks with the teachers
Give feedback to the teachers, based on the points in Reflection on teaching and learning
Improve learning activities motivated by experiences and research that have significant impact on students’ learning (what works best)
Emphasize the educational leadership when priority of time must be made
Sustainable educational changeOrganising
Deputy 1: Responsible for the teaching and learning activities at Grade 2 and 3
Deputy 2: Responsible for the teaching and learning activities at Grade 4 and 6
Principal: Responsible for the teaching and learning activities at Grade 1 and 7
Joint responsibility for the teaching and learning activities at Grade 5
Sustainable educational changeOrganising
September 2011
Mandag Tirsdag Onsdag Torsdag FredagViktige hendelser
Uke 38: Nasjonal brannvernuke (i løpet av denne uka
gjennomføres en brannøvelse)
DKS-arr.: 15. og 23. september
Kartlegginger/tester
Nasjonale prøver lesing: 14. september
Nasjonale prøver i engelsk: 21.september
Carlsten
Lesekartlegging fra Udir 7. trinn
Ordkjedetest
Alle teller
Frister
Ferdig med foreldremøtene innen fredag 16.september
Registrering i pas NPL 30. september
Møter
Ressursteamet
Drøfting tv 27.sep kl.1145
HMS 12.sep kl.1145
Faste innslag
Morgenmøte hver mandag kl.0815.
Kontormøte hver mandag kl.0845-1030
Fellestid hver mandag kl. 1330 - 1530
Trinntid tirsdager og onsdager/torsdager
35 1 2
36 5
Fellestid:
Vi jobber ferdig de lokale
læreplanene
6
Trinntid:
Trinnsamtaler 5.trinn
7 8 9
37 12
Fellestid:
Vi lærer om systematisk lese- og
skriveopplæring og overfører det
til praksis
13
Trinntid:
Trinnsamtaler
1., 2. og 4.trinn
14 15DKS (7. trinnet)
16
38 19
Fellestid:
Vi konkretiserer ”Robuste lærer -
elevrelasjoner er en forutsetning
for god læring”
20
Trinntid:
21 22 23DKS(6. trinnet)
39 26
Fellestid:
Vi utvikler læringsfremmende
tilbake- og framovermeldinger
27
Trinntid: Trinnsamtale
3., 6. og 7.trinn
28 29 30
Sustainable educational changeOutcome
Main purposes
Increase focus on learning activities in theclassroom that work best
Develop a learning organization
Anchor learning achievement in a targetedinteraction between school leaders, teachersand students
Sustainable educational changeOutcome
The teachers' feedback is unambiguous.
The selected learning concepts are used in theteaching and learning activities
Students are participants in their own learning
Teachers develop methods of what works best for student learning
The school has become a learning organization
We expect that the model for sustainablelearning will improve the students’ learningoutcome in the future
Sustainable educational changeOutcome
Sustainable educational changeWhat’s the next improvements
Parents’ participation
Feedback – what works best
Teacher observations in each other classrooms, follow-up talks and reflektion
Workshop issues
Do you think the way we use the selection of research results is a passable way in improving teaching and learning?
Do you think the model of sustainable educational change will have an impact on students learning beyond standardizations and tests?