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 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 For Scotland's learners, with Scotland's educators
International School Leadership 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 . For Scotland's learners, with Scotland's educators
International Council of Advisors 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: o opportunities to develop systemic perspectives and strategies with a focus on improving outcomes for children and young people o 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 For Scotland's learners, with Scotland's educators
Systems Leadership “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: For Scotland's learners, with Scotland's educators
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
Leadership of and for learning Education professional as learner Professional standards and policy Leaders in the widest sense understand that people are the drivers and There is a dynamic relationship between learners (the learning of children, Professional standards and educational policies both support and young people and adults) and the educator’s professional learning. These are enactors of change for improvement. Professional learning and inform professional learning. It is important to examine and consider development is the means by which this is put into action. As a priority, deeply interconnected through the learning feedback loop at the heart of the them in action and understand the connections and coherence across leaders commit to and invest in their own professional learning and model. educational policies and the professional standards. Should be used: • The educator’s professional learning should be informed by the learner’s • development, creating the conditions where professional To self-evaluate and engage in critically reflective thinking about learning can thrive – space, time, culture and trust. experience, voice and needs. In turn, the professional learning of the practice as part of regular, planned and ongoing professional • Develop the strategic vision to lead and support learning for all educator should impact positively upon the experiences of learners learning dialogues and development • • • Develop a learning culture and ethos based on trust, honesty, Professional learning should take account of and reflect the unique To support professional growth and agency • challenge and support; one which supports and promotes the circumstances of the learning community. To ask critical questions of self, school or organisation and system • growth of professional capital through professional learning As a catalyst for learning • • Support and provide time for meaningful engagement in sustained To frame and support thinking and practice • professional learning and development with opportunities to share As a way to signpost and plan learning • • Lead learning conversations underpinned by coaching approaches To challenge and consider beliefs, values and professional actions • to stimulate, challenge and support thinking To explore professional identity • 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 Learning as collaborative Professional learning should inform, challenge and help to understand Learning with and from colleagues, partners and learners as part of an why we do what we do. Enquiry is the basis for reflective and strategic active learning community: thinking (metacognition) about practice and becomes the methodology • Learning is an interactive and active process for professional learning. Learning by enquiring • The educator as learner reflects on professional practice and shares • There is an ethical prerogative to taking an enquiry stance, to try to improve Understanding and developing self as a learner and as a professional learning outcomes for children, young people and adult learners: professional: • The educator as learner self-evaluates and considers own • o Asking critical questions about self, and learners within your context What interests, informs and influences you? assumptions, context, relationships with others and is self-aware • o How do you examine your own assumptions and beliefs? Reflecting on professional practice, learning and the learning of learners • Conversations about learning are: o How is your professional voice shaped by professional within your context encourages metacognitive knowledge and skills o Frequent and prioritised • values? Supporting dispositions around risk-taking, being open to change and o Productive and focused • ready to innovate Developing depth of knowledge about: o Based on feedback loops between and for educators, • o Critically examining a wide range of sources of information to inform Learning and teaching learners, colleagues, leaders and relevant partners o knowledge and understanding Subject, curriculum and policy • Knowledge is developed by and with educators, learners, • o Own assumptions, values and beliefs Asking questions about impact, about the progress of learners and their family/carers and learning community o Self as a learner learning o Engaging learners and their families/carers/relevant • • Enquiry based professional learning encourages informed decision making Developing skills, expertise and experience partners • and clearer articulation of ‘why’ we are teaching and learning in the way Regarding problems and failures as learning opportunities o External knowledge and other expertise and perspectives we are, promoting voice around the 'so what?’ and 'what now'? • Seeking solution focused approaches from an informed, problem o Learning with and from colleagues, learners and others • Develops professional agency and voice – educators as leaders of change solving perspective
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