preparing to lead change
DESCRIPTION
Teachers are often expected to lead change, and don't often have time to prepare themselves to lead change. These thought provokers are designed to build some skills, particularly in building skills in using classroom assessment to inform curriculum planning. Connect with us at www.weannotate.org or twitter @weannotateTRANSCRIPT
“People say nothing is impossible, but I do nothing everyday”
Winnie-the-PoohA. A. Milne.
……..can I have some of that please?
Think of a couple of reasons why this might be?
Security seeking? or change seeking? Or some other ideas?
“Traditional approaches to learning are no longer capable of coping with a constantly changing world....play becomes a strategy for embracing change”
Thomas, D. & Seely Brown, J. (2011) A new culture of learning. Cultivating the imagination for a world of constant change. Lexington
Change? Everyone in!
Leading change means influencing others to learn new practices
Preparing to lead change
Do I believe that people can change?
Oh no, she will never change!
I don’t need to change
http://www.youtube.com/watch?v=B9__7GEwq2w
Change = learning
How would an understanding of fixed and growth mindsets help you support others to learn?
Preparing to lead change
Do I believe that people can change?
Do I have a clear vision for what needs to change?
Oh no, she will never change!
I don’t need to change
1. What is the purpose of your project (or today?)?
Brainstorm – What do I want people to learn?
Make sure the vision is shared…
Select 1 or 2 purposes
2. What evidence will demonstrate success?
You have to be precise about how you will measure success. In this illusion, the two lines appear quite different lengths, but if you measure them, they are the same length. The perspective has made all the difference. Take the time to adjust perspectives, and inquire and decide how or what you will ‘measure’.
How will I measure success? The dominance of data
John Hattie, Professor of Education University of Auckland analysed 200,000 ‘effect-sizes’ from 180,000 studies representing 50+million students and covering almost every method of innovation.
A typical effect size is .4 Anything below a .4 does not achieve significant gain for students.
An effect size of 1 is advancing a student’s learning by a year.
What are principals paying attention to?
https://www.det.nsw.edu.au/proflearn/docs/pdf/qt_hattie.pdf
3. What activities are needed to generate this evidence?
Your answer might be: annotate sample assessment before planning teaching
What might be the purpose of the learning?
What will success look like?
What new skills or knowledge might learners need to do this new practice?
Additional resources are available on the websitewww.weannotate.org
4. What are 2 or 3 things that only I can do to support other learners in these activities?
Leading change
What matters in the process of change?1. Successful sustainable change starts from where
people are at.2. Real change happens when all individuals and
communities are learning3. People change when they believe that what they
are being asked to do has integrity4. Effective professional learning takes place when
teachers and others engage in collaborative enquiry.
Learning and Teaching Scotland. (2010) Change matters: From ideas to action.
Leadership that promotes learning• Developing inquiry habits of mind
• High expectations of leaders, teachers and students to learn and change. No one is let off the hook.
• “We need to rethink what we are doing? How can we find out what will make a difference?”
• Using relevant evidence – integrating 2 kinds of evidence • Evidence about student learning• Evidence about teaching practice that relate directly to the aspect of student
learning being discussed.
• Accessing expert knowledge• Professional learning focussed on cycles of inquiry into students’ needs• Building theory and practice together
• Relationships of respect and challenge• Collegiality or congeniality?
Helen Timperley (2011) Realizing the power of professional learning. Open University Press. Maidenhead.
Increasing favourability: • Evan Rogers (2003) wrote about the rate of adoption of new ideas. He states that he rate of
adoption and utilization of new ideas and innovations is influenced by how they are perceived and framed. If it is not an easy fit, he advises that leaders need to reframe it for participants so it becomes an easy fit. He identifies that people will feel favourable towards a change if it has
Relative advantage• Is perceived as being better than the idea it supersedesCompatability• Is perceived as consistent with the existing values, past experiences, and needs of
potential adoptersComplexity• Is perceived as not difficult to use or understandTriability• May be experimented with an ongoing basis. Can we test it a little bit at a time? Is there
evidence of others’ success?Observability• Results of implementation are visible to others
The 4 powerful planning questions
1.What do we want students to learn? (learning intentions)
2.What evidence will demonstrate success in learning? (success criteria)
3.What type of activity will produce this evidence? (assessment performances)
4.How do we need to support them to reach this learning intention? (unit plan)
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