preparation for 334
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Preparation for 334. Brian Yau HKTA Yuen Yuen Institute No.1 Secondary School. Agenda. Introduction Things to Do Workshop Papers Issues. Introduction. Things to do for the implementation of 334 Decision Making Process School Leadership Team for 334. Things To Do Starting from 9/2006. - PowerPoint PPT PresentationTRANSCRIPT
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Preparation for 334
Brian YauHKTA Yuen Yuen Institute
No.1 Secondary School
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Agenda
IntroductionThings to DoWorkshop PapersIssues
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Introduction
Things to do for the implementation of 334Decision Making ProcessSchool Leadership Team for 334
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Things To Do Starting from 9/2006
Teacher Preparation Decisions Who should be involved? How to make best use of grants or resources
provided? What is the professional development plan? What is the human resource plan?
Curriculum Decisions What are the electives offered? What would
be the MOI? Time allocation? How to organize OLE? Learning portfolio? What is the curriculum plan?
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Planning Steps
Curriculum Plan
PD Plan
HR Plan
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How Much Resource?
Grant Min Max 05/06
06/07
07/08
08/09
09/10
Onward
TPPG 0.38m
0.44m
Y Y Y Y
COC **
NSS CM 0.08m
0.08m
Y Y Y
SSCC 0.04m
Y Y
OEBG/EOEBG
3.5m 4.3m Y Y Y Y Y Y
TRG 0.11m
0.11m
…
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Curriculum Planning
Class Structure
Timetabling
Subject Pattern
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Class Structure
The existing structure is 5554422What would be the new structure?
“How can I do it without knowing the class structure?”
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Subject Pattern
“How many elective subjects should we have in NSS?”
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Timetables
“Should we have week basis instead of cycle basis? Why?”
Time AllocationTransition
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Human Resource Plan
“In which key learning areas do we need more teachers or less?”
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Continuous Professional Development
“What are the expected outcomes?”“How should the curriculum be
delivered?”“How should we assess?”
Curriculum – Pedagogy – Assessment
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Using Resources Well
I think we will know how to do it well after knowing the answers to these questions.How to proceed?
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Decision Making Process
Participation of 334 Workshop on 23-24 Jan
Formulation of a preliminary strategic plan in SAC
All Teachers and Panel Heads are consulted
Experience sharing with other schools Revision of plan Further consultation
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A Conceptual Map
All Teachers
SMC
School Leaders & SAC
Panels, JPM
Other Schools, Networks,EMB
10/3
1/6
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School Leadership Team
Rationale: A mechanism by which the Principal and
other senior school leaders work closely with a small number of other school leaders to develop strategies and monitor progress and problems in for the implementation of 334
Features: To Sustain school improvement Leadership need to be shared at all levels To create pool of talents for tomorrow’s
leaders
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Team Composition
Principal, VP, PS, VPSTeacher RepresentativeCareer MistressPTA Representative
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Workshop Program (23-24 Jan)
In an International ContextCurriculum, Pedagogy and Learning AssessmentPlanning for Effective ChangeSchool Leaders’ 334 Action PlanCapacity Building and Professional Development for TeachersUsing Resources WellChange Management, Certainties and Uncertainties
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Paper 1: Questioning Education C M Cheng
99% are SME in HK, 98% in US
Small, Medium Enterprises-to provide total solution
-creation & enquiry minds
-collaboration & teamwork
-merged & dismantled frequently
Large Organisation-mass production
-master plan & tasks
-task fulfillment
-top-down & specialization
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Education for Today & Tomorrow
Workplace skills: communication, brainstorming, presentation etcTeamwork skillsSocial competencies: qualities in emotions, values, principles, moral & ethics dimensionsSelf-management, self-confidence, self-regulation, etc
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Learning Paradigms
Learning is construction of knowledge by the learnersLearning occurs only when learners interact with external worldDifferent learners may learn in different waysLearning is effective through solving real-life problemsLearning is effective in social setting
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International Context
Curriculum change in other countries: Singapore -30% Japan -33% China 3+X in U Entrance
Exam
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Paper 2: Principals as Leaders in Culture of Change M Fullan (2002)
School Capacity
Principal Leadership
Instructional quality
Student Achievements
Teachers’ Knowledge & Skills
Professional Community
Program Coherence
Technical Resources
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Principal of The Future
Attuned to the Big PictureSophisticated at Conceptual ThinkingTransformation of the Organisation through People and TeamsNew Mind and Action SetEnergy, Enthusiasm & Hope
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Principal Leadership
5 Core Components: Moral Purpose Understanding Change Relationship Building Knowledge Creation & Sharing Coherence Making (Focus on Student
Learning)
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Leadership & Sustainability
Leadership & Social EnvironmentLeading in ContextLeaders at Many Levels/SuccessionDevelopment of Teaching Profession
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Paper 5, 8: The Role of the Principal in School Reform M
Fullan (2000)
6 Leadership Styles1. Coercive (“Do what I tell you!”)2. Authoritative (“Come with me!”)3. Affiliative (“People come first!”)4. Democratic (“What do you think?”)5. Pacesetting (“Do as I do, now!”)6. Coaching (“Try this!”)
People resent & resist 1. People get overwhelm & burnt out with 5. 2, 3, 4 & 6 have the best climate &
performance
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Six Guidelines for Principals
1. Stay clear of false certainty2. Base risk on security3. Respect those you want to silence4. Move toward danger in forming new
alliance5. Work on emotional intelligence.
Don’t take dissent personally6. Fight for lost causes
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6. Planning for Effective Change Participant Handbook
Strategic Planning and Prioritizing
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Strategic Planning Framework
I. Overall 334 Vision and an Implementation Plan Establish a Leadership Team Develop a 334 Vision Overall Action Plan Leadership Capacity Building Co-ordination & Monitoring of Staff
Development across school
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Strategic Planning Framework ( cont.)
II. Role and Responsibilities Middle level leaders Distributed Leadership
Empowerment Motivation
Teamwork & influence by ML to team members
III. Action Plan Priorities and sequencing of the strategies and
initiatives in their areas Effective program of staff development into all
implementation strategies
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7. Building Trust in Your School Participant Handbook
Management of Relationship Inspiration, Influence Develop Others, Change Catalyst Conflict Management
Surface the conflict Acknowledge the feelings and views of all sides Redirect energy towards a shared ideal
Building Bonds A web of relationships, trust & rapport within
schools & external organisation &network Teamwork & Collaboration
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Paper 3: Curriculum, Pedagogy & Assessment Participant
Handbook, EMB
Focus on Deep Learning Learning facts can be a crucial backdrop
but it is not learning for understanding Understanding is the ability to think and
act flexibly with what one knows Deep learning is the ability to show one’s
gasp of a topic and at the same time advance it and use it in new ways
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Teaching for Understanding - 4 Cornerstones of Pedagogy
What shall we teach? Generative Topics
What is worth teaching?
Understanding Goals
How shall we teach for understanding?
Understanding Performances
How can students & teachers know what students understand?
On-going Assessment
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Generative Topics
Issues, themes, concepts and ideas that provide enough depth, significant connections and variety of perspectives to support student development of powerful understandingsExamples: Bio: Definition of life; rain forests; dinosaurs Maths: The concept of zero; number patterns; etc History: Survival; revolution; conflicts etc Literature: Humour; folktales; etc
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‘Understanding’ Goals
Concepts, processes, skills that we want students to understandExamples: Maths: Ss will understand both
inductive and deductive reasoning to prove 2 triangles are congruent
Bio: Ss will understand how to distinguish between living things and non-living things
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‘Understanding’ Performances
Explaining; solving a problem; building an argument; constructing a product and so on. Basically, it is a kind learning activities to find out students’ understanding over timeExamples: Maths: Use of % in real life situation.
Students collect and compile data about school attendance and calculate the absence rate, etc then create graph to present their data, collect feedback and revise the graphs
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On-going Assessment
Assessment: Criteria for each performance of
understanding Feedback:
Provide Ss with information how well they did and what to improve
Inform Ts’ planning and subsequent class activities
For Ss to reflect on their own work
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Example of On-going Assessment
Maths: Criteria:
qualities of the survey effective use of %
Feedback: Ss share drafts of their surveys Submit graphs and chart to T for
comment Self-evaluation for T assessment as part
of the final grade
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Paper 4: Using Assessment to Improve Learning Geoff Masters
Principle 1Principle 2Principle 3
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Papers 9 –16
9. Building Capacity of schools and teachers10. Bridging the gap between standards and achievement -Elmore, R F11. CDI, EMB (2005) Professional Development Programmes
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Issues
Are there issues that would be important for the implementation of 334?
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Thank you