Leading Learning – OUR Education Network

www.oureducationnetwork.com

Too much innovation

“One of the most critical problems our schools face is not resistance to innovation but the fragmentation, overload and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations”

Fullan & Stiegelbauer, 1991

Effects on Achievement (Hattie, 2009)

< -1.0

1-.9

3-.8

3-.7

3-.6

3-.5

3-.4

3-.3

3-.2

3-.1

3-.0

3 .07 .17 .27 .37 .47 .57 .67 .77 .87 .971.07

1.171.27

1.371.47

1.571.67

1.771.87

1.970

5000

10000

15000

20000

25000N

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f Eff

ects

LEVERAGE

Systems & Structures

Vision

Patterns of Behaviour

Events

Mental Models

Levels of Perspective (Daniel Kim)

The difference between leadership & management

Systems & Structures

Vision

Patterns of Behaviour

Events

Mental Models Leadership

Management

A vision is shared by the people who create it

Hogsnes school is a learning organisation. We share experiences and are working with things we are good at. We have a shared and living vision and are in a developing process, in which everybody is participating and is going in the same direction.

We have an engaged, motivated staff who are willing to learn. We seek new understanding and knowledge. We have staff with positive values, humour and a glint in our eyes! We see possibilities and take challenges.

We have a culture for giving feedback to each other, across the whole organisation. We see each other. We respect each other. We are good role models for the students. We collaborate positively with the parents and see them as an important resource.

At Hogsnes School and Kindergarten the child is central. All children and students grow both socially and academically through individual learning plans with appropriate targets. We visualize and document results. The parents and children understand the progress that students are making, and understand the process of learning. The working environment motivates and energises staff and children. Children and staff support and strengthen each other. We build self-confidence and self esteem in our children and help them to be independent. Our students want to learn and collect evidence to show their progress. They use different learning strategies.

Hogsnes School & Kindergarten, Tønsberg, Norway

Your vision is the star by which you navigate

At RMGS we create critical, reflective and independent learners for life through a learning community which provides a secure and challenging environment.

 We believe deep learning is facilitated through outstanding teaching and occurs when all learners are actively engaged in a variety of tasks, taking responsibility for their own learning and progress, collaborating and thinking with shared expectations of success.

 At RMGS through innovative learning strategies and positive relationships our students enjoy learning and achieve their full potential.

Teaching and Learning Vision

LEVERAGE

Systems & Structures

Vision

Patterns of Behaviour

Events

Mental Models

Levels of Perspective (Daniel Kim)

A mental model that gets in the way: praise, praise, praise

Clever girl!

Gifted musician

Brilliant mathematician

Bright boy

Top of the class!

By far the best

Mueller and Dweck, 1998

In six studies, 7th grade students were given a series of nonverbal IQ tests.

The effects of different types of praise

Intelligence praise“Wow, that’s a really good score. You must be smart at this.”

Process praise“Wow, that’s a really good score. You must have tried really hard.”

Control-group praise“Wow, that’s a really good score.”

Mueller and Dweck, 1998

Trial 1 Trial 34.5

5

5.5

6

6.5

Effort Praise

Control Praise

Intelligence Praise

Number of problems solved on a 3rd test

Boys get 8 times more criticism than girls

We are positive, enthusiastic and show joy

We celebrate each other’s differences

We treat each other with respect

The impact of core values

Söderporten school, Norrköping

The school is extremely multi-cultural, with most children having recently arrived in the country and speaking Swedish as a second language.

Our Core Values have helped to:

Achieve in 2010 the best exam results since the national grading system was introduced in Sweden in 1997

The school´s video surveillance is being switched off in autumn 2010