forSMALL SCHOOLS ASSOCIATION

Annual ConferenceJune 2011

DemystifyingDemystifyingDIAfDIAf

DAVID CHADWICK

ObjectiveObjective

To reinforce / further develop our To reinforce / further develop our understanding of Improvement & understanding of Improvement & Accountability AS A NATURAL PART Accountability AS A NATURAL PART OF OUR WORK, rather than something OF OUR WORK, rather than something we do in addition to our workwe do in addition to our work

Improvement & AccountabilityImprovement & Accountability Improvement Improvement

doing things betterdoing things better achieving better resultsachieving better results

AccountabilityAccountability showing or proving to others that we are doing showing or proving to others that we are doing

things better / achieving better resultsthings better / achieving better results

Do you agree?Do you agree?How do these definitions measure up to your How do these definitions measure up to your understanding?understanding?Have you other definitions?Have you other definitions?

"He uses data as a drunken man "He uses data as a drunken man uses lamp-posts... for support uses lamp-posts... for support

rather than illumination."rather than illumination."

Andrew LangAndrew Lang 

““Then there is the man who drowned crossing Then there is the man who drowned crossing a stream with an average depth of six a stream with an average depth of six inches.”inches.” 

~W.I.E. Gates~W.I.E. Gates

““The average human has one breast and one The average human has one breast and one testicle.”testicle.” 

~Des McHale~Des McHale

Data & statisticsData & statisticsSteven Wright quotesSteven Wright quotes

““Half the people you know are below average”Half the people you know are below average”

““99% of lawyers give the rest a bad name”99% of lawyers give the rest a bad name”

““82.7% of all statistics are made up on the 82.7% of all statistics are made up on the spot”spot”

And my favourite Steven Wright quote ……….

““I’d kill for a Nobel Peace Prize.”I’d kill for a Nobel Peace Prize.”

““Not everything that can be counted Not everything that can be counted counts and not everything that counts and not everything that counts can be counted”.counts can be counted”.Albert EinsteinAlbert Einstein

What challenges does this present for small school leaders?

1. Systems Thinking – the ability to think in terms of systems and knowing how tolead them

2. Variability of Work – the ability to understand the variability of work in planningand problem-solving

3. Learning – an understanding of how people learn, develop and improve and theability to lead true learning and improvement

4. Psychology and Human Behaviour - an understanding of people and whythey behave the way they do

5. Interactions - an understanding of the interactions between systems, variability,learning and human behaviour and knowing how each affects the other

6. Vision – giving vision, meaning, direction and focus to the organisation

The New Leadership The New Leadership Competencies.....Competencies.....

What is the What is the purpose purpose of: of:

• Your organisation?Your organisation?

• Your group?Your group?

• Your project?Your project?

• Your job?Your job?

• Your task?Your task?

How do you knowHow do you know: :

• That you are making a That you are making a difference?difference?

• That your methods are That your methods are working?working?

• That you are successful?That you are successful?

What What methodsmethods are are you using to achieve you using to achieve that purpose?that purpose?

FUNDAMENTAL FUNDAMENTAL ORGANIZATIONAL ORGANIZATIONAL QUESTIONSQUESTIONS

Effective

Ineffective

Cruising Moving

Sinking Struggling

Declining

Improving

Strolling

Five School Five School ContextsContexts

(Stoll and Fink 1996)(Stoll and Fink 1996)

Improvement is ………..Improvement is ………..

NEVER NEUTRALNEVER NEUTRAL

Certainly NOT SIMPLECertainly NOT SIMPLE It happens in a CONTEXTIt happens in a CONTEXT It happens with HISTORY and in a It happens with HISTORY and in a

STAGE of the development cycleSTAGE of the development cycle It happens at a TIME and in a time It happens at a TIME and in a time

frame/periodframe/period It relies on PEOPLE and their It relies on PEOPLE and their

willingness, readiness and abilitywillingness, readiness and ability It is EMOTIONAL, political & socialIt is EMOTIONAL, political & social

Leadership is the ability to Leadership is the ability to articulate a vision.articulate a vision.

Management is the ability to take Management is the ability to take resources and use them effectively.resources and use them effectively.

You lead people, you manage You lead people, you manage things.things.

Leadership and Leadership and ManagementManagement

SEVEN BASIC ALL PURPOSE SEVEN BASIC ALL PURPOSE QUESTIONSQUESTIONS

1.1. WhyWhy is this occurring? is this occurring?2.2. WhatWhat is our vision for success? is our vision for success?3.3. WillWill our students (& parents) care? our students (& parents) care?4.4. WhatWhat data do we have? data do we have?5.5. Are we Are we suresure??6.6. WhatWhat is our premise? is our premise?7.7. WhatWhat do we need? do we need?

WhyWhyare we in this situation?

What is the systemic cause of the What is the systemic cause of the problem or issue?problem or issue?

What is the root cause?What is the root cause? 5 Why’s?5 Why’s?

(Making sure today’s solutions don’t become tomorrow’s problems)

WhatWhat is the vision for success? is the vision for success?

What are we trying to achieve?What are we trying to achieve? How will we know?How will we know? What might it look like?What might it look like?

(If we don’t know where we are going, there is a fair chance we’ll end up there)

HowHow will it affect our students will it affect our students (&parents)?(&parents)?

How will it affect our students?How will it affect our students? Will the parents notice?Will the parents notice? Will they care?Will they care? How will we know?How will we know?

(Is this really going to make a difference?)

What dataWhat data do we have? do we have?

How do we know?How do we know? What more data might we get?What more data might we get?

(Moving from assertions,theory or hunches to research)

Are we Are we suresure??

How were these data gathered, How were these data gathered, analysed & interpreted?analysed & interpreted?

How do we assure ourselves that How do we assure ourselves that

the data are valid?the data are valid?

(Validating the data)

WhatWhat is our premise? is our premise?

What is our theory about this?What is our theory about this? What are the beliefs that sit behind What are the beliefs that sit behind

this?this? What are our assumptions?What are our assumptions? On what basis do we hold these On what basis do we hold these

beliefs & assumptions?beliefs & assumptions?

(Testing out our mental models)

WhatWhat do we need to accomplish do we need to accomplish this?this?

By what method?By what method? Who will be involved?Who will be involved? What resources will we need?What resources will we need?

(Is this do-able?)

What do you currently do?What do you currently do?

Who is involved?Who is involved?

What are the benefits?What are the benefits?

How might the process be How might the process be improved?improved?

(Total time for activity = 15 minutes)

Improvement & Accountability Improvement & Accountability at your siteat your site

Improvement & AccountabilityImprovement & Accountability

1.1. Understand and Live the Understand and Live the PrinciplesPrinciples of of Improvement & EffectivenessImprovement & Effectiveness

2.2. Develop a Develop a SystemsSystems ViewView

3.3. ImproveImprove using the DIAf Elements using the DIAf Elements

4.4. CaptureCapture the Memory the Memory

DECS Improvement & DECS Improvement & Accountability Framework (DIAAccountability Framework (DIAff))

The purpose of DIAf:

To reflect on the effectiveness of our programs, practices and

performance

To continuously improve processes and outcomes

By working together, achieve high quality standards for all learners

How do these statements of purpose resonate with your work?How do these statements of purpose resonate with your work?

DECS Improvement & DECS Improvement & Accountability FrameworkAccountability Framework

IS ABOUT

… … asking the right (tough) questionsasking the right (tough) questions

AND

... acting upon the answers to move ... acting upon the answers to move your preschool forwardyour preschool forward

1.1. Name the nine principles of improvement Name the nine principles of improvement & effectiveness within DIAf& effectiveness within DIAf

2.2. Name the five elements of DIAfName the five elements of DIAf

(You may (You may collaboratecollaborate, but not CHEAT!!), but not CHEAT!!)

PrinciplesPrinciplesThese principles are based on current educational research and knowledge of high performing organisational improvement processes They can be viewed as the organisational compass or lighthouse upon which we should keep our eye

Focus on Learning Focus on Learning Think Systemically Think Systemically Set Set

DirectionDirection

Share Leadership Share Leadership Make Data Make Data

CountCount

Target ResourcesTarget ResourcesAttend to CultureAttend to Culture

Listen & Respond Listen & Respond

Continuously Continuously ImproveImprove

What might be the key What might be the key roles for a leader in roles for a leader in

making these making these principles LIVE in principles LIVE in

our school?our school?

System

PROCESSES

VISION

MISSION

INPUTS OUTPUTS

SUPPLIERS CLIENTS

OTHER STAKEHOLDERS

VALUES

RELATIONSHIPS

FEEDBACK

RESULTS MEASURES

TARGETS

RESULTS RESULTS MEASURESMEASURES

IN PROCESS IN PROCESS MEASURESMEASURES

Key Inputs Finance Resources Support services Policy Knowledge and advice Community services (transport, etc)

Other Key Stakeholders Government/Minister DECS Wider community AEU Local Council Policy Cluster schools

Key Performance Indicators Attendance Punctuality Behaviour NAPLAN Test results Student Well-being

Key Outputs/Outcomes Broad and balanced curriculum Resilient students Literate and numerate students Socially aware and adept students

Key Clients Students Parents Local Community Employers/industry

Key Targets Above State and like schools in attendance and LAN results Steady enrolment – around 500 by December

Key Suppliers Parents DECS Professional networks Outside agencies Kindergartens

Key Processes Key Process Measures Learning Teaching Student Well-being/Behaviour Building relationships with the community Communication Training and Development

Staff morale Parent satisfaction Teacher observation and judgment Achievement records Behaviour records

Feedback

Key Relationships Between staff, students, governing council, extended families/caregivers, clients, suppliers, other stakeholders and Peninsula schools.

SCHOOL SYSTEM MAP

PurposeWe exist to plan and deliver a high quality, balancedcurriculum that enables students to become life long

learners and prepares them for the future.

VisionOur vision is a community school where all people worktogether to make a positive difference for each student.

We ValueRespect Cooperation Honesty

Caring Commitment

What are we aiming to achieve?

How good do we want our school to be? What are our performance expectations?

How are we doing? How do we know?

What are the implications for your school?

Self Review is:Comprehensive, systematic, regular review of the school’s activities and results against a framework of excellence.

The Self Review Process:

Allows the site to identify strengths

and opportunities for improvement.

Culminates in planned improvement actions, which are then monitored for progress.

Self Review is not:

Aimed at blame or threats.

An audit against fixed standards of pass or fail.

It is an honest and open reflection on the leadership and management process of the site.

TeamsTeams (new eyes) (new eyes)

Set a time limit per itemSet a time limit per item

Document - don’t solveDocument - don’t solve•What do we see in these data?What do we see in these data?•Why are we seeing what we are seeing?Why are we seeing what we are seeing?•What, if anything, should we be doing about it? What, if anything, should we be doing about it?

Focus – you can’t review everythingFocus – you can’t review everything

Self Review hints and Self Review hints and tips….tips….

MAJOR TASK COMPONENTS WHO DATE DATA / COMMENT / ANALYSISOrganise your data Ensure that you have access to all the relevant data needed for the Self Review

Demographic / Context data:Enrolment Student Progression AttendanceMobility / DestinationRetentionSuspensions/Exclusion

Learner Achievement data:(NAPLAN) resultsNMS, Means, Upper Prof Bands, Growth. SACE Completion, Achievement Scores SACSA Standard Achievement Levels Other site based measures

Perception data:Staff/Teaching Survey / Questionnaire ResultsStudent Survey / Questionnaire ResultsParent Survey / Questionnaire Results

Process dataNo. of Students in Programs Percentage of Students in Programs Pedagogies and ProgramsCurrent Assessment Strategies and ProgramsTeaching Strategies Current interventions Programs/Policies Site Improvement Plan Professional Development ProgramTeaching Programs / Lesson PlansTime Allocation to Key Learning Areas

FLOWCHART:

Minor Self ReviewThird Year of

Cycle ?

“Major” Review

Determine Self Review Team

Gather available data – YEARLY FOCUSDemographic dataAchievement dataPerception dataProcess dataScan of the Principles

Analyse dataWhat is going well?What needs improving?

Determine Key Outcomes of the Self Review

StrengthsAreas for Improvement

Implications for future planningWhat are the key things we need to work on?

Document Self Review findingsExecutive summaryMethodologyDemographics & contextEvaluation of site performanceImplications for future planning

NO

LIMESTONE COAST REGIONMinor Self Review Process

YES

Self Review documentation

proforma

See Major Review

Flowchart

FLOWCHART:

Major Self ReviewThird

Year of Cycle ?

“Minor” Review

Determine Self Review Team

Gather available data – 3 YEARLY FOCUSDemographic dataAchievement dataPerception dataProcess dataScan of the PrinciplesDeeper Inquiry into principles

Analyse dataWhat is going well?What needs improving?

Determine Key Outcomes of the Self Review

StrengthsAreas for Improvement

Implications for future planningWhat are the key things we need to work on ?

Document Self Review findingsExecutive summaryMethodologyDemographics & contextEvaluation of site performanceImplications for future planning

YES

LIMESTONE COAST REGIONMajor Self Review Process

NO

Self Review documentation

proforma

See Minor Review

Flowchart

What more do we need to do? Where to from here?

What processes might you use to ensure all staff engage with this?

What will we do to ensure success?What programs and strategies do we put in

place to ensure success for your learners and your school overall?

Who will we inform and how?

Who are your key clients and stakeholders and how do you inform them about your

learners and school’s performance?

DECS IMPROVEMENT DECS IMPROVEMENT

AND ACCOUNTABILITY AND ACCOUNTABILITY

FRAMEWORKFRAMEWORK

Reflect...Improve…AchieveReflect...Improve…Achieve

The Framework ElementsThe Framework Elements

StandardsStandards Self ReviewSelf Review Improvement PlanningImprovement Planning Intervention & SupportIntervention & Support Performance ReportingPerformance Reporting

How and when do you do these in

your current practice?

Define

standardsPlan for

improvement

based on sound

information

Report to clients and

stakeholders on

our performance

Regularly and

routinely self

assess how we are

going as a centre

Develop research

based strategies

to support the

needs of children

Systematically identify

the needs of learners

Make sure it doesn’t become your life’s work by making it a normal part of your working life

KISS SIMPLIFY

SHAREINVOLVE

QUANTIFYBUY TIME

SCHOOL MANAGEMENT PROGRAM 2011

PLANNING CURRICULUM STAFFING FACILITIES FINANCE SUPPORT MARKETING FUNDRAISING OHS&W

TERM ONE

TERM TWO

TERM THREE

TERM FOUR

Effective leaders lead by asking good questions.

Good questions are based on collaborative relationships, systems thinking and sound

strategies for good work.

(Adapted from Scholtes, 1998)