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ACE - School LeadershipAssessment for Learning,
Assessment for Impact
Dr Muavia Gallie (PhD)10 September 2009
MGSLG - Benoni Office
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1.1 Focus on Teaching
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1.2 Misguided Indicators
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1.3 Focus on Learning
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2.1 Peter SengeThe Fifth Discipline, 1990
“In the long run, the onlysustainable source of
competitive advantage isyour organization’s ability to
learn faster than itscompetition.”
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2.2
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2.3 Extrinsic vs IntrinsicMotivation
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2.4 A Learning Organisation★ “Organization where people continually expand their
capacity to create the result they truly desire, where newand expansive patterns of thinking are nurtured, wherecollective aspiration is set free, and where people arecontinually learning how to learn together” - Senge 1990;
★ “A learning organization is an organization skilled atcreating, acquiring and transferring knowledge, and atmodifying its behavior to reflect new knowledge andinsights.” Garvin 1993;
★ A learning organization is an organisation that has anenhanced capacity to learn, adapt and change.” Gephartet al 1996.
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2.5 The Laws of the Fifth Discipline
1. Today’s problems come from yesterday’s “solutions”;
2. The harder you push, the harder they system pushes back;
3. Behavior grows better before its grows worse;
4. The easy way out usually leads back in;
5. The cure can be worse than the disease;
6. Faster is slower;
7. Cause and effect are not closely related in time and space;
8. Small changes can produce big results - but the areas of highest leverageare often the least obvious;
9. You can have your cake and eat it too - but not at once;
10. Dividing an elephant in half does not produce two small elephants;
11. There is not blame. 9
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2.6 Components of Learning Organisation
1. Systems thinking;2. Personal mastery;3. Mental models;4. Building shared vision;5. Team learning
The Fifth Discipline = Systems Thinking
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2.7 Systems Thinking• The conceptual cornerstone that
underlies all of the five learningdisciplines;
• A discipline for seeing wholes;• Seeing structures that underlie complex
situations;• Seeing interrelationships rather than
linear cause and effect chains;• Seeing processes of change rather
than snapshots.
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2.9 Personal Mastery• The spirit of the Learning
Organization;• Organizations learn only through
individuals who learn;• Individual learning does not
guarantee organizational learning,but without it, no organizationallearning can occur;
• Personal Vision;
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2.9.1 Creative Tension
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2.9.2 Structural Conflict
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2.10 Mental Models• Why Best Ideas fail;• Conflict with deeply held internal
images of how the world works;• Mental models determine how we
take action;• Mental models are so powerful -
because they affect what we see.
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2.11 Shared Vision• A Common Caring;• A shared vision is a vision that
many people are truly committed toand it reflects their own personalvision;
• Helps establish overarching goals;• Provides a rudder to keep the
learning process on course whenstresses develop.
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2.11.1 Getzels and Guba Model(when Role meets Systems Theory)
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2.11.2
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2.11.3 Five Basic Assumptions ofEffective Schools
1. The central purpose of a school is to teach;2. The school is responsible for providing the overall
environment;3. Schools must be treated holistically in terms of
instruction (unity);4. The most crucial characteristics of a school are the
attitudes and behaviours of the teachers and staff;5. The school accepts responsibility for the success
and failure of the academic performance of learners- all learners are capable of learning.
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2.12 Team Learning
• The fundamental learning unit isthe team;
• Alignment - it is a necessarycondition before empowering theindividual will empower the wholeteam.
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2.12.1 Aligning the Team
A CB
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2.12.2
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2.13 Five Building Blocks(Garvin 1993)
1. Systemic problem solving;2. Experimentation with new knowledge;3. Learning from experience;4. Learning from the experience and best
practice of others;5. Transferring knowledge quickly and
efficiently throughout the organization.
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2.14 Eleven characteristics of LOPedlar et al 1995
1. A learning approach to strategy;2. Participatory policy making;3. Information for learning at employee’s fingertips;4. Formative accounting and control;5. Internal exchange of ideas and information;6. Rewards for flexibility;7. Enabling structures with supportive systems;8. Boundary workers as environmental scanners watching for
change outside the organization;9. Inter-organizational learning;10. A learning climate; and11. Self-development opportunities for all.
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2.15 LO Assessment ToolsAuthors Tool Content Methodology
Watkins andMarsick
Dimensions of LOQuestionnaire
Leadership, structures,systems, communication,technology
Self-assessment (i.e.Organizational membersassess the organizationagainst criteria). Likert scaleformat.
Pedler,Burgoyne,Boydell
Characteristics of a LO Leadership, structures,systems, communication,technology, learning methods
Self-assessment. Likertscale format.
DioxinOrganizational
Learning CompetenciesSurvey
Communication andInformation systems
Self-assessment. Likertscale format.
Nevis, DiBellaand Gould
Organization LearningInventory
Team learning, vision/strategy/ structurecommunication
Assessment by researchers.Likert scale format.
Richards andGoh
learning OrganizationSurvey
Learning processes, mission/vision, processes, systems,leadership
Self-assessment. Likertscale format.
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2.16 LO Scorecard: Logic Model
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2.17 The Learning Organisation★ Encourages Continuous Learning★ Promotes Access to Learning★ Maximizes Information Sharing★ Increases Flexible Access to
Training★ Works Efficiently Using
Interactive Relationships★ Sees the Big Picture★ Shares a Common Vision
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3.Teaching
as Learning
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3.1 Learning Activity Components
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3.2 Types of Learning Outcomes
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3.3 Teaching and Learning Models
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3.4 Assessment Task Type
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3.5 Assessment TaskTechnique
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3.5 Task Roles & Interaction
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3.6 Task Tools
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3.7 Assessment Techniques
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ThankYou!
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