jenny lewis knowledge leadership: new ways, new classrooms and new teachers president: australian...
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Jenny LewisJenny Lewis
Knowledge Leadership:Knowledge Leadership:New Ways, New Classrooms and New TeachersNew Ways, New Classrooms and New Teachers
President: Australian Council for Educational Leaders
Principal: Noumea Primary School
In a work that is constantly changing, there is not one subject or set of subjects that will serve you well for the foreseeable future, let alone for the rest of your life. The most important skill to acquire now is learning how to learn. Naisbitt (1990)
I can’t understand
why people are frightened of
new ideas. I’m frightened of the old ones.
John Cage
Most people are more
comfortable with old
problems than with
new solutions
Anonymous
The challenge is to improve education in the only way
it can be – through the day-to-day actions of
empowered individuals
Fullan, 1998
There is no more noble occupation in the world than to assist another human being to help someone succeed -
McGinnis
The most valuable ‘currency’ of any organisation is the
initiative and creativity of its
members. Every leader has the solemn moral
responsibility to develop these to the maximum in all his people.
This is the leader’s highest priority
W. E. Deming
Change has become a constant,
managing it has become
an expanding discipline
Queen Elizabeth April 2002
Developing the leadership
capacity of school teams who are
able to transform the school’s
learning environment
requires a delicate balancing act and
a willingness to recognise the dilemmas and paradoxes of
shared leadership.
(Chrispeels, Strait and Brown,
1999)
Noumea Public Schoolo 580 students (+ 250 in 4 years)
o 30% NESB (Samoan, Tongan, Maori)
o 21% Aboriginal (4% in 1997)
o 48% students enrol and 40% leave each year
o 15-20% of staff receive promotion each year
o 78% single parent families
o 91% housing commission
o We were identified as one the 70 poorest schools in NSW in 2002
o Suicide, abuse, and drug addiction are a normality within our community
Noumea Public SchoolNoumea Public Schoolo 1997 Director General’s Award for Excellence in Teaching and
Learning Programso 1999 selected in the Innovative and Best Practice Research (top
100 schools in Australia)o 1999 National Assessment Awardo 2000 State Literacy Awardo 2001 identified in the top 30 government and non-government
schools in NSW for improving student numeracy performance continuously over 6 years from Years 3 to 5
o 2001 selected as one of 12 schools to be studied nationally by Professor Peter Freebody for outstanding initiatives in the teaching of literacy
o 2002 selected as one of twelve schools in Australia to trial IDEAS
Creating a Knowledge Ecology
Learning Culture
Responsibility for future
Knowledge Management
Sustainable change
Learning PlatformStudent Success
Continuous Improvement
Future Growth
Learning Community
Cooperation
Information and Communication TechnologyChange Agent
STRATEGIC FOUNDATIONS Is the school vision clear and meaningful? Is leadership distributed? Are successes capitalised upon to enhance
the school’s identity and ethos? Are decision-making processes shared and
transparent? Is the school’s conceptualisation of
education promoted in the community?
Ecosystem 1 Developing a learning culture
For school community members
Challenge reality, let go of old ways
Look at the big picture Share what you know with
everyone Pursue learning opportunities Strategically redefine your
work Recommit to community Seek personal meaning in
work
For the Organisation
Offer participation in overcoming challenges and discovering new ways
Provide full information about what is happening.
Provide opportunities for renewal
Support emotional upheaval of change
Respect employees as people Implement changes with
credibility, honesty and fairness
COHESIVE COMMUNITY Is the community supportive of the school
vision? Is the community actively involved in
school planning processes? Does the staff assume collective
responsibility for individual students and school outcomes?
Are the contributions of individuals and groups to the school’s culture and identity recognised and valued?
Ecosystem 2Building a learning community
Powerful leadership Focusing only on what is important for
children Flexible, responsive structures People-centred Caring, informal, warmth, trust and tears Leadership that is innovative, creative, high
task orientated and multi-leveled Community approach Communication multi-levelled Continuous monitoring and evaluation
Knowledge Workers – who are they?Knowledge Workers – who are they?o Drucker 1959 ‘Landmarks of Tomorrow’o They require social recognition and social powero They want to be partners in your schoolso They need to know that they are creating a better worldo They strive for authenticity in their teaching, learning
and assessment practiceso They continually challenge barriers in the school culture
and structureso They rely on future forecasting o They require time to think and talko They are purpose, value and vision driverso They are lifelong learners
Who leads the knowledge workers?Who leads the knowledge workers?
Professor Henry Mintzberg describes these leaders as:
ORCHESTRA LEADERSo You set the goals and let people looseo You lead, you linko You recognise, you counselo You encourage creativity and chaoso You guide and suggesto You continually translates ideas into sustainable systemso You nurture a culture of successo You recognise that trust is the bandwidth of sharing and have
invested in trust buildingo You do not manage knowledge nor people, but the space in
which knowledge is created - Ba
Ecosystem 3 Learning Platform
o Does your school have an agreed schoolwide pedagogy?
o Do the teaching/learning programs that live in your classrooms reflect a schoolwide pedagogy?
o What does
teaching, learning and assessment
recording, reviewing and reflecting
reporting
look like in your classrooms?
o How do you know that you are making a difference in your classroom?
Noumea’s TargetsKindy .33 7
Year 1 .66 14
Year 2 1.0 (Stage 1) 21
Year 3 1.5 28 Band 3
Year 4 2.0 (Stage 2) 35
Year 5 2.5 42 Band 5
Year 6 3.0 (Stage 3) 49/56
Successful studentsSuccessful students A secure and supportive learning
environment Supportive ‘others’ who encourage
students to work beyond their ‘comfort zone’
Sustained uninterrupted time to gather, process, digest and practise ideas and skills
Stimulating and varied input to maximise learning
Opportunities to connect new ideas/information/experiences with existing understandings
Authentic, direct experiences Effective modelling and demonstration
provided by others Positive expectations of others Clear goals and challenges in their
learning
A sense of purpose and motivation to learn
Active involvement in the learning process
Opportunities to work in collaboration with others
Encouragement to take risks Opportunities to reflect on their
learning Immediate and well constructed
feedback from others A sense of responsibility and
ownership over their learning Recognition of their individual
learning preferences and abilities Emotional engagement
3-DIMENSIONAL PEDAGOGY Do teachers have a shared understanding
of successful pedagogy for their school? Do pedagogical priorities reflect the
school vision? Do teachers base their work on
authoritative theories? Is student achievement measured against
agreed authoritative benchmarks? Do teachers have clearly articulated
personal pedagogical theories?
Authoritative Pedagogy Do we use AP(s) to reflect on
our work as teachers, e.g.־ Productive Pedagogies?־ specialist community
pedagogies?־ classical pedagogical
theories?־ futurist pedagogies – e-
pedagogy?
SWP
Do our pedagogical priorities reflect the school vision?Do we have shared understanding of our SWP?Is our SWP derived from our successful practices?Is our SWP evident in our practices?Have we developed SWP collaboratively?Are our community values evident in our SWP?
Personal Pedagogy On what personal talents am I building my pedagogy? What counts as specialist ‘knowledge’ in my work? How does my world view reflect in my teaching and learning practices?Can I articulate a personal pedagogical theory?
Teacher PlanningTeacher Planningo Units that are ‘just in time’ learning
momentso Identify what the students already knowo Identify what the students want to learno Planning is always two weeks ahead to
enable rich learning experiences that do not seal potential
o Continuous monitoring
INFRASTRUCTURAL DESIGN Do financial, physical and human inputs
facilitate the school’s vision and schoolwide pedagogy (SWP)?
Is the school’s use of time, space and technologies:
- reflective of the school vision? - responsive to students’ developmental needs? - conducive to quality teaching? - Conducive to an aesthetic environment? Are the school’s curriculum frameworks - reflective of the school vision? - responsive to students’ needs?- transposable into quality teaching? Is time allocated for reflective practice?
Ecosystem 4 Technology Platform
Network
Intranet
OASIS
Internet
Curriculum-based software
SchoolMate
Ecosystem 5 Knowledge ManagementDATA INFORMATION KNOWLEDGE WISDOM
LEADERSHIP AND
INNOVATION
PEOPLE
CUSTOMER AND MARKET
FOCUSPROCESSES,
PRODUCTS AND SERVICES
STRATEGY AND PLANNING PROCESSES
BUSINESS RESULTS
Imagine how much more powerful we will be:
When our school never makes the same mistake twice When the school never re-invents a wheel When all successes are repeatable and sustainable When there is increased individual and organisational
capacity to learn When every decision, at every level, is made in the
light of the full knowledge base of the school
Ecosystem 6Continuous Improvement
K 1 2 3 4 5 6
ES1D
ES1E
ES1N
S1N
S1T
S1M
SIC
S1F
S1/2B
S1/2E
S2Q
S2A
S2R S2G
S2/3F
S2/3W
S3C
S3/4L
Twenty first century schoolsTwenty first century schools
School improvement is about teaching and learning. Successful schools are focused, have uncovered and relentlessly pursue morally compelling purposes. They require their student to think … and apply their learning to important realistic problems … They are structured to ensure there are ongoing conversations that are informed by the documentation of student learning and progress.
Dr Paul Shaw 2002
May this coming year bring you closer to your
vision, wiser in your knowledge and strengthen
your relationships
with those whom you trust
May this coming year bring you closer to your
vision, wiser in your knowledge and strengthen
your relationships
with those whom you trust
