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					    Principals as Literacy Leaders (PALL)
           A National Pilot Project
funded by DEEWR under the Literacy and Numeracy Pilots in
             Low SES Communities Initiative

                Professor Neil Dempster
                         Griffith University
The PALL Pilot is an action research project
about improving children’s literacy.

It rests on:
1. a Leadership for Literacy Learning Blueprint for
   Principals

2. five professional development stimulus modules to
   promote leadership and literacy knowledge, thinking
   and intervention action;

3. a mentoring model of support through Literacy
   Achievement Advisers.


                                                         2
Module 1. Understanding Leadership
• To provide Principals with an
  understanding of a research-based
  leadership for learning framework

• To enable them to collect and discuss
  evidence about the key domains of
  leadership for learning in their schools
                                             3
Module 2. Learning to Read
• To enhance Principals’ understanding of what
  research shows are the key components in
  learning to read – the ‘big six’

• To prepare Principals to undertake an ‘audit’ of
  literacy practices in their schools and to
  discuss evidence of the ‘big six’ in action


                                                     4
Module 3. Using Evidence
• To develop further Principals’ understanding
  of the link between data, teaching and learning
  strategies and improvements in reading

• To extend Principals’ knowledge of a range of
  assessment strategies including those to
  identify struggling readers


                                                    5
Module 4. Planning Interventions
• To develop further Principals’ understanding
  of the nature of effective interventions in
  schools and in reading in particular

• To provide Principals with the tools to
  undertake intervention planning using ‘wave
  theory’ in their schools


                                                 6
Module 5. Evaluating Interventions


To enable Principals to lead the design,
  planning, implementation and use of
  evaluation data on literacy intervention
  action



                                             7
                         Leading Learning – A Framework


                                     PROFESSIONAL DEVELOPMENT


                                           Participating actively
                                              in professional
                                               development




    LEADERSHIP                         STRONG EVIDENCE BASE                       CONDITIONS FOR LEARNING

                                              DISCIPLINED                                Enhancing the
Sharing leadership and                                                              conditions for learning –
organising accordingly                                                              the physical, social and
                                         Developing a shared                         emotional environment
                                           Moral Purpose*


                                               DIALOGUE

                                       STRONG EVIDENCE BASE



                Connecting with                                             Planning and
              support from parents                                        coordinating the
                 and the wider                                        curriculum and teaching
                  community                                              across the school


           PARENT and COMMUNITY                                          CURRICULUM and
                 SUPPORT                                                   TEACHING

                                * Improving student learning and performance




                                                                                                                8
The ‘Big Six’
1. Oral language experience (Linguistic Knowledge)
2. Phonological awareness and in particular, phonemic
   awareness
3. Letter/sound knowledge
4. Vocabulary
5. Fluency
6. Comprehension




                                                        9
Leadership for Learning:
• rests on an understanding that it is only
  through improved learning that student
  performance is enhanced over time.

• requires leaders’ continuous attention to each
  of the domains in the Leadership for Learning
  Framework


                                                   10
       A STRONG
       EVIDENCE
       BASE




Outstanding Leaders of Learning:
• Pursue systematic data gathering
• Ensure that both school and system data are gathered
• Plan for learning based on data
• Monitor learning based on data
• Share accountability tasks with teachers based on
  classroom, school and system data




                                                         11
        DISCIPLINED
        DIALOGUE




Outstanding Leaders of Learning:
• Reinforce ‘moral purpose’ as the motivation for dialogue
• Conduct focused conversations on the leadership for
  learning dimensions
• Scaffold discussions on qualitative and quantitative data
• Seek improvement strategies as the outcome




                                                              12
      Developing a shared Moral
                Purpose*


Outstanding Leaders of Learning:
• Build vision and set directions collaboratively
• Set high expectations
• Communicate clear learning and achievement goals
• Ensure consensus on goals
• See that goals are embedded in school and classroom
  routines




                                                        13
             Participating
                actively
            in professional
             development


Outstanding Leaders of Learning:
• Support, evaluate and develop teacher quality
• Play an active ‘hands on’ role in professional development
• Participate as ‘leading learners’ with teachers in professional
  development
• Concentrate on the development of deep knowledge about key
  learning areas
• Promote skills in data analysis and interpretation through PD
  amongst teachers
• Ensure that teachers are engaged in extended professional
  learning about school priority areas



                                                                    14
    Sharing Leadership and
         organising
         accordingly


Outstanding Leaders of Learning:
• Plan school organisation structures to support
  shared leadership
• Share leadership systematically with teachers
• Encourage team work amongst teachers
• Build collaborative work cultures



                                                   15
    Connecting with support
        from parents and
        the wider
        community


Outstanding Leaders of Learning:
• Are active in the local and professional communities
• Include parents as integral to the school’s learning programs
• Involve wider community support to improve learning
• Network with other schools and teachers on good practice
• Seek the input of professionals beyond the school




                                                                  16
       Planning and coordinating the
            curriculum and teaching
               across the school


Outstanding Leaders of Learning:
• Participate actively in curriculum decision making
• Coordinate and manage the teaching and learning program
• Maintain commitment to curriculum priorities
• Actively oversee the school’s overall curriculum
• Observe teachers in action directly and provide specific feedback
• Ensure systematic monitoring of student learning and progress
• Display a keen interest in students’ classroom work and
  achievements




                                                                      17
       Enhancing the conditions for
           learning – the physical,
             social and emotional
                 environment

Outstanding Leaders of Learning:
• Manage resources strategically
• Align funds with learning priorities
• Apply resources to the conditions of learning
       Provide a safe and pleasant physical environment
       Ensure social and emotional support for learners
• Understand and respect difference
• Celebrate teacher and student successes


                                                          18
Module 1 Follow-up Tasks for Principals and
LAAs
• School Profile (see Profiling Template)

• Personal Leadership Profile (see Questionnaire)

• Blue Print School Strengths (see Blue Print Worksheet)

• Literacy Practices Guide (see Sample Guide)



                                                           19
• DECs Personal Leadership Profile 2010




                                          20
• DECs School Profiling Template

• DECs Session 2 A3 Blueprint Worksheet

• Literacy Practices Guide Title pages

• LITERACY PRACTICES GUIDE YRS 2-4




                                          21
PALL Pilot Project Research Aim

The Pilot aims to improve literacy outcomes for students by
    developing the capabilities of primary school Principals as
    effective literacy leaders.

•   Data gathering is underway on the impact of the project on the
    efficacy of the Principal’s leadership and the impact that this has
    on teachers, student learning and achievement

•   Data are also being gathered on the value of the Project mentors



                                                                          22

				
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