Good Morning Welcome to Evolving Systems Thinking Module 1 - - PowerPoint PPT Presentation

Good Morning Welcome to Evolving Systems Thinking

Module 1 Leadership for System Improvement Module 2 Effective School Systems

For Scotland's learners, with Scotland's educators

Partnership Working with Ontario Principals’ Council

For Scotland's learners, with Scotland's educators

OPC is a professional association with 5800 members representing elementary and secondary vice principals and principals in the public education system. OPC’s key roles are advocacy, consultation and legal advice and professional learning

International School Leadership

For Scotland's learners, with Scotland's educators

International School Leadership, a subsidiary of the Ontario Principals` Council provides training and certification program to K-12 school and system leaders around the world, professional consulting services and program customization.

International Council of Advisors

For Scotland's learners, with Scotland's educators

The panel members have extensive experience advising educators and governments on education leadership, school improvement and reform in countries including the US, Canada, Finland, Norway, Sweden, Malaysia, Australia and the UK. They will advise on the Scottish Government’s priorities for education and ensure the actions set out in its delivery plan are influenced by international best practice.

For Scotland's learners, with Scotland's educators

Evolving Systems Thinking

The program aims to provide:

• opportunities to develop systemic perspectives and strategies with a focus on improving outcomes for children and

young people

• development of system level Professional Learning Communities across the six Regional Improvement

Collaboratives

Program Overview

• Evolving Systems Thinking aspires to supports system level educators to enhance their leadership skills and

experience through national collaborative working – with a strong focus on delivering excellence and equity for all children and young people in Scotland.

• This programme is for school and system leaders with a remit for curriculum and pedagogical developments,

quality processes and effective collaborative improvement across the system

• The programme does not carry credit however there is an opportunity to gain a certificate following assessment

from the Ontario Principals’ Council.

• Evolving Systems Thinking consists of six modules, delivered over three learning events.
• Culminates with participation in an Action research piece .

For Scotland's learners, with Scotland's educators

Rese search

Systems Leadership

For Scotland's learners, with Scotland's educators

“In this world of rapid, complex change, no one can really the future and lead others there. An individual leader can’t neatly choose the right outcome and chart a course alone, because there are too many unpredictable variables in the mix. We need a new model of leadership, which we call Whole Systems Leadership” University of Minnesota and Life Science Foundation (2010) “Systems Leadership is defined as leadership across organisational and geopolitical boundaries, beyond individual professional disciplines, within a range of organisational and stakeholder cultures, often without managerial control with the intention to effect change for positive social benefit across multiple interacting and intersecting systems.” Systems Leadership: Exceptional Leadership for Exceptional Times.

Reflection:

Introducing the national model of professional learning

Professional learning must focus on the education professional as a learner and how this is related to and impacts upon the learning of children, young people and adult learners. Professional learning should be:

• Challenging, and develop

thinking, knowledge, skills and understanding

• Underpinned by developing skills of enquiry and criticality
• Interactive, reflective and involve learning with and from others

Professional learning is informed and supported by professional standards and education policy. Leadership of and for learning is essential to ensure it is well supported, promoted and sustained.

For Scotland's learners, with Scotland's educators For Scotland's learners, with Scotland's educators

Education professional as learner There is a dynamic relationship between learners (the learning of children, young people and adults) and the educator’s professional learning. These are deeply interconnected through the learning feedback loop at the heart of the model.

• The educator’s professional learning should be informed by the learner’s

experience, voice and needs. In turn, the professional learning of the educator should impact positively upon the experiences of learners

• Professional learning should take account of and reflect the unique

circumstances of the learning community. Professional standards and policy Professional standards and educational policies both support and inform professional learning. It is important to examine and consider them in action and understand the connections and coherence across educational policies and the professional standards. Should be used:

• To self-evaluate and engage in critically reflective thinking about

practice as part of regular, planned and ongoing professional learning dialogues and development

• To support professional growth and agency
• To ask critical questions of self, school or organisation and system
• As a catalyst for learning
• To frame and support thinking and practice
• As a way to signpost and plan learning
• To challenge and consider beliefs, values and professional actions
• To explore professional identity

Learning as collaborative Learning with and from colleagues, partners and learners as part of an active learning community:

• Learning is an interactive and active process
• The educator as learner reflects on professional practice and shares

professional learning

• The educator as learner self-evaluates and considers own

assumptions, context, relationships with others and is self-aware

• Conversations about learning are:
• Frequent and prioritised
• Productive and focused
• Based on feedback loops between and for educators,

learners, colleagues, leaders and relevant partners

• Knowledge is developed by and with educators, learners,

family/carers and learning community

• Engaging learners and their families/carers/relevant

partners

• External knowledge and other expertise and perspectives
• Learning with and from colleagues, learners and others

Learning by enquiring There is an ethical prerogative to taking an enquiry stance, to try to improve

• utcomes for children, young people and adult learners:
• Asking critical questions about self, and learners within your context
• Reflecting on professional practice, learning and the learning of learners

within your context encourages metacognitive knowledge and skills

• Supporting dispositions around risk-taking, being open to change and

ready to innovate

• Critically examining a wide range of sources of information to inform

knowledge and understanding

• Asking questions about impact, about the progress of learners and their

learning

• Enquiry based professional learning encourages informed decision making

and clearer articulation of ‘why’ we are teaching and learning in the way we are, promoting voice around the 'so what?’ and 'what now'?

• Develops professional agency and voice – educators as leaders of change

Leadership of and for learning Leaders in the widest sense understand that people are the drivers and enactors of change for improvement. Professional learning and development is the means by which this is put into action. As a priority, leaders commit to and invest in their own professional learning and development, creating the conditions where professional learning can thrive – space, time, culture and trust.

• Develop the strategic vision to lead and support learning for all
• Develop a learning culture and ethos based on trust, honesty,

challenge and support; one which supports and promotes the growth of professional capital through professional learning

• Support and provide time for meaningful engagement in sustained

professional learning and development with opportunities to share

• Lead learning conversations underpinned by coaching approaches

to stimulate, challenge and support thinking

• Have professional courage
• Enact collaborative and enquiring approaches to practice
• Encourage, challenge and question to ensure development and

progress

• Be committed to and recognise the importance of developing

individual and collective knowledge Learning that deepens knowledge and understanding Professional learning should inform, challenge and help to understand why we do what we do. Enquiry is the basis for reflective and strategic thinking (metacognition) about practice and becomes the methodology for professional learning.

• Understanding and developing self as a learner and as a

professional:

• What interests, informs and influences you?
• How do you examine your own assumptions and beliefs?
• How is your professional voice shaped by professional

values?

• Developing depth of knowledge about:
• Learning and teaching
• Subject, curriculum and policy
• Own assumptions, values and beliefs
• Self as a learner
• Developing skills, expertise and experience
• Regarding problems and failures as learning opportunities
• Seeking solution focused approaches from an informed, problem

solving perspective

Three Fields of Knowledge

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Who is in the room?

• What people know
• Knowledge brought to

the learning table

• How people can

contribute What is known? Publicly available knowledge “ the theory and research publicly available to be drawn into learning environments” What is the new knowledge? The knowledge we create together through collaborative enquiry Source:(NCSL, 2006) Louise Stoll

Evolving System Thinking

For Scotland's learners, with Scotland's educators

Module 1: Leadership for System Improvement Module 2: Effective School Systems Module 3: Capacity Building Practices Module 4: Data Use Practices Module 5: Instructional Practices Module 6: Planning Practices

Agenda

For Scotland's learners, with Scotland's educators

 Setting the Stage  System Leaders Make a

• Difference

 Exploring Your Why  Leadership and Management  21st Century Leadership  Student Centred Leadership  Effective Schools  School Leadership Frameworks  Effective School Systems  System Leadership  Leading Change  Reflection

The Learning Environment

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The Learning Environment

For Scotland's learners, with Scotland's educators

Strategies to Go

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Reflection

For Scotland's learners, with Scotland's educators

Content Process Leadership Action

Feedback is a process that engages the learner in review, analysis, reflection, and planning of future action. When learners actively engage in constructing feedback rather than passively receiving feedback, they are far more likely to own the information generated and to take responsibility for future actions. (Killion)

Point Reflection

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One point - Self reflection Two point - Reflect with another person Third point - Reflect on a third point (words, picture, quote) Fourth point - Reflect on someone or something outside the room

Online Resource

For Scotland's learners, with Scotland's educators

For Scotland's learners, with Scotland's educators

In Ontario

Population 13 million 4,000 elementary, 900 secondary schools 2 million students ( 2015) 95% of children in publicly funded schools 27% of students born outside Canada – 80% non-English speaking 115,000 teachers + ECE in every kindergarten class ( 3 - 21 years) 72 school boards / districts (Public, Catholic, French- language) Vice Principals, Principals, Supervisory officers and Directors of Education Publicly elected board of trustees for each district Parent Advisory Council September to June ….194 school days… 300 instructional minutes per day 40 h volunteer work to earn graduation diploma

In Scotland

Population 5.37 million (2015) Primary 2019 Secondary 360 Special 135 688,959 students (2017) 4% independent schools Growing diversity in school populations 54,734 teachers (2 – 18 years ) ECE 32 Local Authorities 6 Regional Improvement Collaboratives Directors of Education, Heads of Service ,Quality Improvement Officers ,Head Teachers, Deputy Heads, Principals Teachers Life Long Learning Committees - elected members Parent councils August to June….195 … 22.5 h teacher contact time Share with me

Elementary Outcomes: Achievement Results

Over 170,000 more students at provincial standard

Overall Elementary Achievement Growth: 2002-03 to 2017-18

• 4 key levers

for elementary reform:

• 1. Improving

classroom teaching and learning

• 2. Improving

school effectiveness

• 3. Leadership

capacity building

• 4. Research and

evaluation

High standards and expectations: Provincial Graduation Rate

• 6 key levers for

secondary reform:

• 1. Leadership

infrastructure

• 2. Engaging and

relevant programming

• 3. Effective instruction
• 4. Focused

Interventions for students at risk of not graduating

• 5. Legislation and

policy development

• 6. Research,

monitoring and evaluation

Graduation rates have increased from 68% to 85.5% 190,000 more students have graduated than would have had rate remained at 68% 217,500 Additional Graduates

Teachers Make a Difference

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School Leaders Make a Difference

For Scotland's learners, with Scotland's educators

https://thelearningexchange.ca/videos/ken-leithwood- leadership-for-the-future/

System Leader Make a Difference

Correlation Between District Leadership & Student Achievement

For Scotland's learners, with Scotland's educators

Replacing an “average” system leader with an “outstanding” system leader in an associated group of “average” schools could raise student achievement by 9.5 percentile points 0.24

School District Leadership that Works: The Effect of Superintendent Leadership on Student Achievement J. Timothy Waters, Ed.D. & Robert J. Marzano, Ph.D. (2008)

An average superintendent at the 50 th%ile in terms of his

• r her leadership

abilities and leading a district where average student achievement is also at the 50th %ile. Increase the skills of the leader by one standard deviation to 84%ile.

Agenda

For Scotland's learners, with Scotland's educators

 Setting the Stage  System Leaders Make a

• Difference

 Exploring Your Why  Leadership and Management  21st Century Leadership  Student Centred Leadership  Effective Schools  School Leadership Frameworks  Effective School Systems  System Leadership  Leading Change  Reflection

How Great Leaders Inspire Others

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What How Why

"People don't believe in what you do but why you do it“ Simon Sinek

Leadership is…

For Scotland's learners, with Scotland's educators

“ Leadership is the exercise of influence on organizational members and diverse stakeholders towards the identification and achievement of the organization's vision and goals.” “ Leadership is second only to effective teaching among all school - related factors that impact student learning” Leithwood(2009)

21st Century Leadership

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OECD

Vision and Goal Setting Accountability Collaboration Distributed Leadership Leadership Beyond School Walls Strategic Resource

Fullan & Leithwood

 Increased Accountability  Whole System Responsibility  Collaborative Culture  Differentiated Professional

Learning

 Management and Leadership  Developing Other Leaders 

Wagner - Harvard

 Critical thinking and problem

solving

 Collaboration and leadership  Agility and adaptability  Initiative & entrepreneurialism  Effective oral & written

communication

 Accessing & analyzing information  Curiosity and imagination

Student Centred Leadership

For Scotland's learners, with Scotland's educators