Learnings from Diagnostic Reviews - Sa.gov by malj

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									Learnings from
Diagnostic Reviews




  Quality, Improvement & Effectiveness
Diagnostic Reviews
 QIE has conducted 33 diagnostic reviews
  over the past 2 years
 Predominantly in primary schools but a
  number of R-12 and 2 secondary sites
 Additional 10 diagnostic reviews to be
  conducted by the end of Term 3 2009
 Over 400 hours observing in about 200
  classrooms in 2008
 Identified a number of SYSTEMS issues

         DECS Quality, Improvement & Effectiveness Unit, 2009
      So what
      have we
       learnt?

DECS Quality, Improvement & Effectiveness Unit, 2009
  Improvement isn’t linear and…




…where you start from influences the next steps

            DECS Quality, Improvement & Effectiveness Unit, 2009
Appreciative Inquiry
 People have more
  confidence going into the
  future (unknown)
  when they carry forward
  parts of the past (known).
 If we carry parts of the past
  into the future, they should
  be the best about the past
           Thin Book of Appreciative Inquiry,
                       Sue Annis Hammond


            DECS Quality, Improvement & Effectiveness Unit, 2009
Commendations are the Key
 Appreciative Inquiry is based on the premise that-
     “in every organisation something works and
  change can be managed through the identification
  of what works and the analysis of how to do more
           of what works’. Sue Annis Hammond

 The report COMMENDATIONS tell us about your
  values, passions and strengths
 USE THEM to build from successes
  -unpack and explore them to
  understand and capture ‘what works’

           DECS Quality, Improvement & Effectiveness Unit, 2009
 Make success explicit…for staff & students
Teachers/ AEWs:            Teaching                Learning             Classrooms                Leaders:
                                                    Programs
Be organised- come     Calm, positive &       Engage learners-       Orderly, clean and      Be organised
    to school on           purposeful            fun, lots of            organised           Engage staff in
    time ready for     Explicitly discuss        talking, hands      Visually stimulating,       decisions about
    lessons                the purpose &         on activity,            resource rich,          teaching &
Plan together- know        expectations for      visual prompts          multi-sensory           learning
    what you want          learning           Connect learners to    Routines in place       Know staff and
    to teach & what    Capture learning          the learning,           and used to             classrooms-
    students need          opportunities –       build from what         build a safe,           visit regularly
    to know,               use teachable         they know               predictable         Provide positive
Model learning – try       moments            Connect to culture         learning                feedback to
    things, take       Use open-ended            and community           environment             staff & students
    risks make             tasks, with high   Make it relevant-      Learning prompts-       Provide formal
    mistakes - learn       order thinking        where will this         on desks, in            performance
                       Have fun                  be useful in life       displays, in            management
                                                                         books                   processes


                              DECS Quality, Improvement & Effectiveness Unit, 2009
‘... the most important factor affecting student learning is
   the teacher. ... The immediate and clear implication of
   this finding is that seemingly more can be done to
   improve education by improving the effectiveness of
   teachers than by any other single factor’.




       Wright, S.; Horn, S. & Sanders, W. (1997). Teacher and Classroom Context
            Effects on Student Achievement: Implications for Teacher Evaluation
                    DECS Quality, Improvement & Effectiveness Unit, 2009
….. students learn best when teachers accept
      responsibility for student outcomes.




                          Dimmock, 1993
                  Restructuring for School Effectiveness.
          DECS Quality, Improvement & Effectiveness Unit, 2009
Focus on learning
 Establish clear and high expectations
  for teachers and learners
   Review and use data to establish challenging
    standards for all students
   Improve and monitor curriculum coverage,
    consistency and coherence
   Identify, document and monitor teaching
    agreements, coach staff to enact them
   Review effectiveness of processes used to
    support students at risk- class and school level

           DECS Quality, Improvement & Effectiveness Unit, 2009
Focus on learning
 Broaden the range of pedagogies in operation
  to engage and extend all learners
   Provide more explicit teaching of skills and
    concepts, seize the teachable moments
   Ensure learning activities provide relevant,
    challenging tasks with high order thinking,
    extended time on task and clear success criteria
   Provide for differentiation and peer/group work
    within the normal classroom program


           DECS Quality, Improvement & Effectiveness Unit, 2009
Focus on learning
 Improve programming, planning, record keeping
  and assessment practices
   Clarify and monitor teacher program
    expectations- term/year overviews- link to PM
   Support teachers to use achievement data and
    build an assess-teach-plan cycle
   Improve the quality of verbal and written feedback
    and marking provided to students
   Extend the use of peer moderation, observation
    and critical reflection by teachers

           DECS Quality, Improvement & Effectiveness Unit, 2009
              Whole school agreements are
                      important

 How is it we can have
       whole school
   agreements about
   ‘lining up’ and not
       teaching and
         learning?
         Some stuff really does make
                a difference!
‘Never work harder than your students’ Robyn R. Jackson

                         DECS Quality, Improvement & Effectiveness Unit, 2009
Attend to Culture

… school improvement is
 not about a dependency
 culture but about the
 school doing something
 for itself, which it
 wants to do.
       Meeting the Challenge,
         David Hopkins 2001



         DECS Quality, Improvement & Effectiveness Unit, 2009
  Attend to Culture
 Promote a critically collaborative and reflective
  teaching and learning culture
    Establish a job-embedded, whole school
     professional learning focus for staff
    Build accountability for agreements through
     performance management and peer meetings
    Structure regular and explicit planning time between
     teachers and for teachers and SSOs
    Attend to key culture building processes eg
     induction, performance management, professional
     development, communication and decision making
              DECS Quality, Improvement & Effectiveness Unit, 2009
Teacher Wellbeing
For teachers to be open
 and reflective
 to incorporate new
 learnings into practices
 they need to feel that they
 are valued, respected,
 supported and capable.

 This requires a culture that
 supports wellbeing for
 adults as well as learners.
             DECS Quality, Improvement & Effectiveness Unit, 2009
Set Directions
Natasha: "Boris, you got plan?"

Boris: "Behehe... Plan? Of course I got plan.
  Dey don't ever work, but I got one!"



                                             Rocky & Bullwinkle




            DECS Quality, Improvement & Effectiveness Unit, 2009
 Set Directions
 Engage staff (stakeholders) in setting narrow
  and deep directions/priorities for improvement
   Limit and focus priorities- what specific aspect of
    literacy will you improve? Why?
   Strengthen targets and translate into actions- how
    many students, who are they?
   Collaboratively set classroom level strategies and
    monitor for effectiveness
   Link wellbeing and behaviour strategies to learning
    focus- integrate/weave priorities
   Review management process/calendars - reduce
    projects and event driven curriculum

             DECS Quality, Improvement & Effectiveness Unit, 2009
Challenge: Wellbeing for What?

What is our goal for engaging with learner
 wellbeing?
What are the outcomes from our efforts?

   …..unless school improvement strategies
                          impact directly on
             learning and achievement then
            we are surely wasting our time.
                                                                 Hopkins 2001



          DECS Quality, Improvement & Effectiveness Unit, 2009
Shared Leadership
   Leadership is to this decade what
 standards was to the 1990s if you want
      large-scale, sustainable reform.
  Leadership at all levels, developing and
    supporting leadership and expecting
 leaders to develop other leaders are all
   essential components of present day
                strategies.
                                                          Michael Fullan, 2003


        DECS Quality, Improvement & Effectiveness Unit, 2009
Shared Leadership
 Promote pedagogy and curriculum as the key
  focus for all leadership roles
   Structure regular strategic leadership meetings,
    clarify roles, develop a joint stance
 Teacher leaders– encourage staff to step up,
  support colleagues, undertake AST/leadership
 Student voice and choice- teach students and
  structure for them to make choices within
  classes, the curriculum and across the school
 Investigate different ways to engage parents in
  their child’s learning

            DECS Quality, Improvement & Effectiveness Unit, 2009
Grow improvement
I think that it is dangerous to try to create great
  changes in human nature in any short space and
  time. If you’re going to change a civilisation, it can
  only be done as the gardener does it, not as the
  engineer does it. That is, it has got to be done in
  harmony with the rules of nature and can’t all be
  done overnight. That’s why I’m against practically
  all revolutions- because they usually end up badly
  by trying to do too much at once.
                                                                   George Kennan

            DECS Quality, Improvement & Effectiveness Unit, 2009
    Difference is contextual
READY for improvement
 Clear directions, effective plan, resources & first steps
WILLING to improve
 Agreed directions, culture supports learning, critical
   collaboration                      50
ABLE to improve                       45

 Knowledge & skills to improve       40
                                      35
   PD and performance feedback        30
                                                                                  Ready
   Sufficient time                    25
                                                                                  Willing
                                                       20                         Able
   Not ready – plan, debate, discuss        15

   Not willing – build culture/morale/trust 10
                                              5
   Not able- PD, model, teach, observations 0
                                                                       School X

                    DECS Quality, Improvement & Effectiveness Unit, 2009
Start small - look for levers/root causes
                                (1, 4)                  Example: Staff Wellbeing
                             Role Clarity
       (2,3)
                                                        (0, 5)
       Staff
      Morale                                         Supportive
                                                     Leadership


        (0, 3)                                            (4, 1)
      Teaching &                                        Student
       Learning               (5, 0)                   Behaviour
                             Student
                           Achievement



      Helpful tools- Inter-Relationships Diagram, 5 Whys etc


               DECS Quality, Improvement & Effectiveness Unit, 2009
‘Effective schools are ones in
 which principals and teachers
    focus on student learning
      outcomes and link this
  information to improvements
     in teaching and learning
            strategies.’
                                                 Michael Fullan 2003

     DECS Quality, Improvement & Effectiveness Unit, 2009
Effective schools:
 have leaders who are dedicated to obtaining quality
  performance from teachers and students alike
 have a climate in which learning is stressed, order
  exists and all are committed to a single vision
 are student-oriented and classrooms are permeated
  with the belief that all students can learn and all
  are expected to reach their full potential
 emphasize time on task, require daily homework,
  and offer a warm and supportive work environment
  where teachers use a variety of teaching styles and
  encourage student interaction and team learning.
            Weller & Hartley, TQM & School Restructuring (1994)
            DECS Quality, Improvement & Effectiveness Unit, 2009
For support / questions / comment
 Contact QIE!
  www.decs.sa.gov.au/quality

 Katrina Spencer
  spencer.katrina@saugov.sa.gov.au
  8226 1349




         DECS Quality, Improvement & Effectiveness Unit, 2009

								
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