Impact of PLD leadership on teachers and learners

It is the term for review - In many schools we are reviewing what we set out to achieve, what we did, how we went and where to next.  As part of this process I work collabortively with leaders to collect and collate many sources of information to inform our review.

I have used ideaboardz to capture the learning stories from teachers.  http://www.ideaboardz.com/

This site has the option of setting questions.  The responses are collected as sticky notes.  Participants then have the option to vote for the ideas they like.  We use this voting system for teachers to show their agreement with someone else's idea.  This means I can tell whether one person thinks this is the case or many.

The following three images show an example of what this could look like when capturing the learning of your leaders, teachers and learners.  We asked teachers three questions and collated their responses as part of the data used to inform our review.  This was cross referenced with informal observations, student voice, leader voice and student data.  The next step is to include community voice.

Feedback from teachers and leaders

After recent work on feedback with teachers and leaders.  I reflected on the feedback I receive in this role and whether I capture this and can refer back to it.

A lot of my feedback is oral and disappears over time... I usually respond to feedback straight away but am wondering if I would benefit from revisiting my feedback over time.

So I looked for and revisted some of my feedback... it is exciting to see the positive changes and growth.

Working in schools as a facilitator

I was reflecting on my work in schools.  I am booked into schools every day during the week and each day is different.

An example week

Monday - whole day coaching Across and Within School teachers in a Kaahui Ako - Agenda includes  active listening, inspirational leadership, the power of the language we use, actions to build trust relationships, supporting colleagues with planning, supporting colleagues with inquiry and exploring transition.

Tuesday - whole day collaborating with Across Community of Learning leaders to review our learning journey and plan for sustainability.  construct a draft communication plan and plan for induction of new leaders.

Wednesday - working in blocks with teachers in pairs and a senior leader.  Coaching through inquiry discussions and moderation of teacher practice and learner achievement against NZ Curriculum levels using Ministry of Education documentation.

Thursday - Timetabled blocks of time for one on one teaching inquiry coaching with classroom teachers.  Review actions and learning this year.  What has worked, for whom and why?  What is a challenge or sticky point in teacher practice that could be developed into inquiry for 2019?

Friday - Blocks of time for collaborative planning with teachers in a small group.  Planning focussed on curriculum focus aligned with school strategic goal and the needs of priority learners.  How will we effectively teach to meet the holistic needs of these learners?

Another week could look different again...

This is exciting and varied work that refines my expertise for leading the learning in schools.

The Power of a Pat on the Back

I have facilitated a great positive feedback activity a few times now.  It is called a Pat on the Back.

I give the group of teachers or leaders that I am coaching  two or three post it notes.

They write positive feedback on the note and pat it on the back of a colleague.

We then read and reflect on the feedback.

The rules mean you need to make sure everyone receives at least two or three pats on the back.

These are my recent Pats on the Back from this activity.  This feedback was fabulous to receive and everyone needs this specific, personal and positive feedback.

Leadership Strategy and Capability Framework

Developing leadership in education is essential for effective schools.  Having a Leadership Strategy and a Capability Framework is a positive move towards building leadership capability throughout the education sector.  Deliberate develop of leaders is important. 

Click the image/ link below to find the Leadership Strategy and Capability Framework.

Building Professional Relationships

The relationships and connections we build and develop as education leaders is an essential component to improving outcomes for students.  Understanding our learners wholistically, knowing who and what is important to them and the environment they are immersed in enables us to truly understand and know our learners. This allows teachers to facilitate learning opportunities that connect with our learners and take them to new learning. Student, teacher, leader, school and Kāhui Ako connections with individuals, communities and professions allows for multiple new learning possibilities.

This lovely thank you card exemplifies many of the powerful education connections I develop in my work.  I am very lucky to be able to build these relationships nationawide in my current role. We are all resources for one another.

Accelerating Achievement

The focus for my work is to accelerate achievement and in particular for learners who have traditionally been underserved by our school system.   Working in a variety education environments that face complex challenges, requires a blend of researched and innovative approaches to address this.   Knowing what works and for whom is extremely important.  Using research (about what works and for whom) within teaching inquiry to develop and refine teaching that stimulates accelerated achievement in a specific context, for specific learners is essential.

This is an excerpt of data analysis in a school I have been working in. We are all thrilled with the change in achievement data.

There is a lot of good information available to help teachers, leaders, schools and Kāhui Ako to raise achievement.   The example below is from an ERO report in 2015 RAISING STUDENT ACHIEVEMENT THROUGH TARGETED ACTIONS.

Click to read this report

Change

What emotions does the word change evoke in you?

 

 Exploring the concept of change in schools has led me to think about the ways that we react to change, the purpose for change and the conditions for effective change.

Some research I have explored is:

Kotter and Schlesinger’s 2008 article “Choosing Strategies for Change”

Reflective questions

• What does change look like in your school or Kāhui Ako?
• How do you choose what needs to change and when?
• What methods do you use to implement and sustain change for improvement?

Coaching and Mentoring

I am been having many conversations about coaching and mentoring lately.  These are two words that are frequently used together.  What is the difference between these terms?  How do they relate to each other?  And most importantly, how can coaching/mentoring help leaders, teachers and learners?

Coaching

Mentoring

Some of the research I have explored around coaching and mentoring is shared below

Reflective questions

•Is there a clear understanding of the differences between coaching and mentoring in the school/Kāhui Ako?

•What training has been offered to teachers relating to coaching? How many teachers have been included in this? What models of coaching were promoted through the training? 

•How is coaching led and managed? What key roles are there? Is there a reporting structure?  What does this involve?

Podcast Interview - Connect Inform Support

Hi I had the privilege of being interviewed for the Connect Inform Support programme on Free FM.

The blurb says
"A show created and hosted by Parent to Parent – the not-for-profit organisation supporting families and whanau of babies, children, teens and adults with any type of disability or health impairment. The show focuses on services and help available and also discusses issues and news of interest and importance to those families."

This is the link to listen online or to download the file to listen later.