Seven habits of highly effective schools Evidence-based strategies that raise achievement in schools Andy Buck

Transcription

1 Seven habits of highly effective schools Evidence-based strategies that raise achievement in schools Andy Buck

2 Approach of the session 1. Lots of input from me on theory and practical models. 2. Opportunity to reflect and discuss. 3. Opportunity to prioritise next steps.

3 Breadth versus depth Slides, PDFs and videos all at leadershipmatters.org.uk

4 Seen this one before?

5 Seen this one before?

6 A bit about me Leadership Matters Teaching Leaders United Learning National College Exec Head Head Deputy Head Head of Dept Head of Year Geography Teacher

7 For those that pre-booked...

8 Bit about you?

9 Habit

10 Seven habits of highly effective people KNOWLEDGE what to, why to SKILLS how to HABITS DESIRE want to

11 Practice breeds habit C

12 Seven habits of highly effective schools 1. Create the right culture and climate 2. Use research and evidence 3. Draw on pupil-centred leadership evidence 4. Build resilient learners 5. Use dialogic teaching methods effectively 6. Make good use of the flipped classroom 7. Manage change for long term

13 Leadership for performance Culture (what we do) LEADERSHIP Climate (how it feels) Discretionary effort and engagement RESULTS Leadership - all you need to know Pendleton and Furnham

14 Engagement in action

15 Creating engagement Inspiring Leadership Culture of High Expectations Appropriate Challenge Recognition and Trust Feeling Supported Sense of Belonging Understanding of Role Engagement Development Opportunities

16 What does the research tell us? Most and least effective? Induction Organisational culture Direct manager characteristics Pay Senior team characteristics Benefits Personal development Work characteristics Corporate Leadership Council 2004

17 What does the research tell us? Most and least effective? Pay 2% Benefits 10% Personal development 12% Work characteristics 17% Senior team characteristics 17% Induction 20% Organisational culture 21% Direct manager characteristics 25% Corporate Leadership Council 2004

18 Effect on individuals and their impact

19 Seven habits of highly effective schools 1. Create the right culture and climate 2. Use research and evidence 3. Draw on pupil-centred leadership evidence 4. Build resilient learners 5. Use dialogic teaching methods effectively 6. Make good use of the flipped classroom 7. Manage change for long term

20 L Using data focus on progress identify individuals identify groups owned by teachers owned by pupils QLA SoW and pedagogy focused intervention

21 Use of evidence Much of what is claimed as school improvement is illusory, and many of the most commonly advocated strategies for improvement are not robustly proven to work Professor Rob Coe, University of Durham

22 Which of these are true? We mostly only use 10% of our brain 48% We should present information according to learning style (eg VAK) 93% Children are less attentive after sugary drinks 57%

23 Importance of context In education, what works? is not the right question because everything works somewhere and nothing works everywhere. So what s interesting, what s important in education is: Under what conditions does this work? Dylan Wiliam

24 Dylan Wiliam on school effectiveness Three generations of school effectiveness research 1: Raw results approaches: Different schools get different results. Conclusion: Schools make a difference. 2: Demographic-based approaches: Demographic factors account for most of the variation. Conclusion: Schools don t make a difference. 3: Value-added approaches: School-level differences in value-added are relatively small. Classroom-level differences in value-added are large. Conclusion: An effective school is a school full of effective classrooms.

25 We need to focus on classrooms, not schools In the USA, variability at the classroom level is at least four times that at school level. As long as you go to school, it doesn t matter very much which school you go to. But it matters very much which classrooms you are in. It s not class size. It s not the between-class grouping strategy. It s not the within-class grouping strategy.

26 As Dylan Wiliam points out Take a group of 50 teachers: Students taught by the most effective teacher in that group of 50 teachers learn in six months what those taught by the average teacher learn in a year. Students taught by the least effective teacher in that group of 50 teachers will take two years to achieve the same learning (Hanushek & Rivkin, 2006) And furthermore: In the classrooms of the most effective teachers, students from disadvantaged backgrounds learn at the same rate as those from advantaged backgrounds (Hamre & Pianta, 2005).

27 John Hattie s Visible Learning study 800 educational studies Data on 240 million pupils Identification of 150 key effects on pupil outcomes

28 Most and least effective? 1. Classroom discussion 2. Cooperative learning (group work) 3. Feedback (written and verbal) 4. Individualised instruction (1:1) 5. Pupil mobility (moving between schools) 6. Open plan teaching spaces 7. Holding pupils back a year if not made the grade 8. Student expectations of themselves 9. Study skills (know how to work independently)

29 What Hattie found 1. Student expectations of themselves 2. Classroom discussion 3. Feedback 4. Study skills 5. Cooperative learning 6. Individualised instruction (1:1) 7. Open plan teaching spaces 8. Holding pupils back a year if needed 9. Pupil mobility

30 Rank these effects 1. Student expectations of themselves Classroom discussion Feedback Study skills Cooperative learning Individualised instruction Open plan teaching spaces Holding pupils back a year if needed Pupil mobility -0.34

31 John Hattie

32 Teaching and Learning Toolkit EEF / Sutton Trust

33 Seven habits of highly effective schools 1. Create the right culture and climate 2. Use research and evidence 3. Draw on pupil-centred leadership evidence 4. Build resilient learners 5. Use dialogic teaching methods effectively 6. Make good use of the flipped classroom 7. Manage change for long term

34 Viviane Robinson s meta-analysis 3 Goals and 1. Establishing 1. Establishing Goals and Goals Expectations and expectations Expectations Resourcing strategically 2. Resourcing 2. Strategically Monitoring and Behaviou evaluation 3. Ensuring 3. Ensuring Quality Quality Teaching Supporting teacher development 4. Leading Teacher Learning and Leading Teacher Learning and Development Ensuring good behaviour and safety Ensuring an an Orderly and and Supportive Safe Environment Environment Effect Size

35 A good read. Robinson, Viviane (2011) Student-Centered Leadership San Francisco: Jossey Bass

36 Joint practice development (JPD)

37 Lesson Study

38 Leverage coaching Regular Incremental Has greatest leverage Blend of constructive feedback and coaching Rooted in getting the basics right Creating the right habits

39 Leverage coaching

40 Seven habits of highly effective schools 1. Create the right culture and climate 2. Use research and evidence 3. Draw on pupil-centred leadership evidence 4. Build resilient learners 5. Use dialogic teaching methods effectively 6. Make good use of the flipped classroom 7. Manage change for long term

41 Two key important ingredients for me. Opportunity Aspiration Resilience and independence Success Focus on effort/process Growth mindset

42 Top A quick Two test? of your handwriting You named me what?!

43 Professor Carol Dweck C

44 Mindset

45 Seven habits of highly effective schools 1. Create the right culture and climate 2. Use research and evidence 3. Draw on pupil-centred leadership evidence 4. Build resilient learners 5. Use dialogic teaching methods effectively 6. Make good use of the flipped classroom 7. Manage change for long term

46 Robin Alexander Robin Alexander University of Cambridge

47 Building blocks of learning, but. Now write about it Ofsted Down in the books How assessed

48 It s talk that deepens learning Accessible Immediate Development Rehearsal Experimentation With peers

49 Learning to talk, talking to learn When children learn language they are not simply engaging in one type of learning among many; rather, they are learning the foundations of learning itself Michael Halliday, 1993

50 Learning to talk, talking to learn Importance of peers and the teacher/adult in scaffolding learning Confidence and building social capital Vgotsky Bruner

51 Five types of talk 1 Rote 2 Recitation 3 Exposition 4 Discussion 5 Scaffolded dialogue

52 Overall balance? Teacher Pupil

53 So what is dialogic teaching? Any classroom talk that is all of these: 1. Collective 2. Reciprocal 3. Supportive 4. Cumulative 5. Purposeful

54 Eight key strategies 1. Uninterrupted teacher exposition 2. Well-structured pair or group work 3. Good use of wait time 4. Use of no hands up more often 5. Hands up for voting 6. Not repeating what pupils say 7. Going into the woods 8. Pupils leading the lesson

55 Seven habits of highly effective schools 1. Create the right culture and climate 2. Use research and evidence 3. Draw on pupil-centred leadership evidence 4. Build resilient learners 5. Use dialogic teaching methods effectively 6. Make good use of the flipped classroom 7. Manage change for long term

56 Flipped learning

57 Flipped learning Teacher exposition happens in lesson Homework is follow-up Homework is watch teacher exposition Follow-up happens in the lesson

58 Bergman and Sams C

59 Flipped learning Pupil absence Staff absence Prep for next lesson Keeps class together / own pace Resource in a lesson More time to deepen learning Pupils own their learning IT access IT working Can t ask questions Lack of personal element What if pupils don t do their homework? Can t be tailored Take time to find or create

60 Seven habits of highly effective schools 1. Create the right culture and climate 2. Use research and evidence 3. Draw on pupil-centred leadership evidence 4. Build resilient learners 5. Use dialogic teaching methods effectively 6. Make good use of the flipped classroom 7. Manage change for long term

61 Kotter s eight stages of change

62 Dimensions of change Vision Skills Incentives Resources Action Plans Success Skills Incentives Resources Action Plans Confusion Vision Incentives Resources Action Plans Anxiety Vision Skills Resources Action Plans Slow Change Vision Skills Incentives Action Plans Frustration Vision Skills Incentives Resources False Starts Jacqueline S. Thousand & Richard A. Villa Managing Complex Change; 2001

63 Seven habits of highly effective people KNOWLEDGE what to, why to SKILLS how to HABITS DESIRE want to

64 Seven habits of highly effective schools EVIDENCE- BASED SUSTAINED CHANGE Use in context KNOWLEDGE what to, why to HABITS Eager to learn CLIMATE and CULTURE DIALOGIC / FLIPPED SKILLS how to Willing to practise DESIRE want to GROWTH MINDSET DEVELOPING TEACHERS

65 Making a difference takes time Those who move mountains begin by carrying away small stones Based on a Chinese proverb

66 Seen this one before?

67 Seen this one before?

68 Follow-up leadershipmatters.org.uk buck 1. Bespoke senior team development 2. Trained executive coach 3. Keynotes and leadership training