Lessons - PTSA · Lessons in Leading and in Learning: PTSA, April 2017 Task Design is the ultimate shared development activity Encourage teachers and assistants to work together to

Lessons in Leading and in

Learning

PortswoodTeaching School Alliance, April 2017

Lessons in Leading and in Learning: PTSA, April 2017

What’s Your Focus?Record your top three priorities around the Leadership of Learning in your School at this

point in time.


OverviewFocusCreating a Culture for LearningInterventions which ImpactLeadership Lessons


What is it exactly that you do?

On one side of A4 write down everything you did yesterday. From when you arrived at school

until you left.



Take the list and review which of your activities directly helped maintain any of your three

priorities. Place a tick against each.



Green – LeadershipAmber – Management Red –AdministrationBlue ‐Maintenance


Under pressure Leadership can default to Do‐ership, where we fill our days with Managing, Administering and Maintaining


Reviewing Leader BehavioursLeaders at Our School are team‐players who strive to

improve the life chances of our pupils and are:

Solution FocusedVisible

ChallengingAware of Self and Others

Well‐Informed


What are your questions?

On the card provided write no more than three questions which you would like to address

during our a.m. session


Creating a Culture for Learning


Learning provide a structure for the Learning Experience

What do we Already Know?What would be Good to Know?



Learning provide a structure for the Learning Experience

“If I had to reduce all of educational psychology to just one principle, the most important single factor influencing learning is what the learner already knows...”David Ausubel, 1968









1.Connect

4. Consolidate 2. Activate

3. Demonstrate


The Golden Years of Learning – the three attributes of a great

learner


The Golden Years of Learning

good working memoryInhibitory control and delay of

gratificationcognitive flexibility



KernowTSA: Winning Hearts and Minds with Alistair Smith, Oct 2016


Brilliant BASICS –purposeful learning experiences for classrooms


Interventions which Impact

Task DesignGreat Questions

Feedback Metacognition

Modelling


Task Design is the ultimate

shared development activity

Encourage teachers and assistants to work together to design learning experiences which bring the artistry of teaching to the science of learning.

• Use an agreed learning model• Start with the learning outcomes and how they will be recognised• Invest more time and deliberation in the core concepts and skills


Great Questions are at the core of every teaching momentWork together to look at the purpose, frequency, style and recipients of questions and ask ‘what can we do to become even better at asking and encouraging ‘great’ questions?’

• Observe how and when teacher questions are asked. Create a school focus around improvement.

• Encourage more pupil questions and model the sorts of questions you wish to promote.

• Ask questions which require more time and thought


Feedback improvement is impossible

without feedback and guidance

How we respond to pupils as they learn has a significant consequence on how well they will learn.

• Pupils should be working harder than their teachers – to ensure this happens involve them in the process and secure time for acting on the feedback

• All feedback should be focused on improving the learning of the pupil• Feedback, especially written marking, should have easy to understand

‘Actions Arising’ through which teachers and pupils benefit


Metacognition extend and deepen the learning experience by examining the thought processes which shape decisionsSimple adjustments to how we design tasks, manage the classroom and ask questions will significantly improve pupil engagement.

• Make the learning processes visible and readily understood• Ask pupils to explain and weigh alternative answers and share their thinking• Use exercise books as spaces in which pupils can expand their thinking• Develop in‐class roles and responsibilities which support learning


Modelling be deliberate in showing

not only what ‘great’ looks like but the steps towards achieving itThe environment and the everyday adult behaviour provides successive opportunities to exhibit excellence.

• You get more of what you reinforce: ask yourselves what do wish to reinforce?

• Teachers can and should utilise demonstrations, model techniques and expose thinking

• Visual display should do more than promote the best work but also the greatest endeavour; include drafts and re‐drafts, responses to guidance and improvements.


Developing the quality of the Learning

Experience across your school





Let’s have a break…


What’s been useful?


Leadership Learning from beyond Education


Leadership LearningPurpose

PerformancePeople

PlumbingPizazz



“Everything starts with Purpose”



Core Purpose

Clarity

Coherence

Consistency

Community


Purpose everything starts with

PurposeIts about the Leadership team taking responsibility for defining the purpose and then creating the appetite for its relentless pursuit.

• Dreams are at the Heart of all great endeavours• Ask yourself what you believe in. Belief creates culture, and culture eats

strategy for breakfast. Belief is indestructible. It enables sustained Peak Performance.

• Most organisations lack focus. Focus is the point of origin from which ideas and influences emanate. It explains how you deliver value day after day, hour by hour, minute by minute. Focus allows everyone to know how they contribute.




“Let the system take the strain”





Performance Let the System

take the strain It’s about understanding how humans operate under pressure

• Good systems mitigate human vulnerability• Cognitive bandwidth limits our abilities to perform under pressure:

because they make life and death decisions under immense pressure they recruit and train in those conditions

• They review every decision they make ‐ and spend at least four hours each week doing so: only by knowing errors and frustrations do they know how to leave them behind

• Practice self‐compassion. You have to prepare as best you can but be peaceful with the outcome.



“Brilliant Basics precedes any

Marginal gains”


People Brilliant Basics precedes any

Marginal GainsIts about giving talent the tools and trusting them to perform

• It doesn't’t matter how much Lycra you wear, the shape of your helmet or the the make of your watch – the job is to cycle the bike up the hill

• Only one performer gets the podium: every other team member makes a decision about self versus self‐sacrifice. This requires brutal honesty.

• Collect the data to improve the performance • The key is progression not perfection – we ask each team member ‘what

is your net effect?’





“Know your job, do your job, success requires role clarity.”


Plumbing Get the systems and the

information flow rightIt’s about having effective systems and structures which allow people to focus on doing a great job

• Collect the data, interpret it and communicate what’s needed constantly to allow others to do their best

• Know your job, do your job ‐ success requires role clarity• Practise deliberately in order to be the best you can possibly be at your

own job



o Creativityo Passiono Commitmento Dedicationo Inspirationo Excellenceo Development and

Learningo Prideo Trutho History


Pizazz There is nothing like a dream to

create the futureIt’s about bringing energy towards what you do whilst energising others at the same time

• Les Miserables is very demanding physically, emotionally and professionally

• Talent is recruited on singing ability, performing ability and alignment with Les Miserables’ core values

• Support for talent is partly via the team but also through recognition of lifestyle needs


PurposePerformancePeoplePlumbingPizazz

The Stockholm Trust Experiment


Trust the most significant feature of a

flourishing school is a culture of trust

“Relational trust is forged in daily social exchanges. Through their actions school participants articulate their sense of obligation towards others, and others in turn come to discern the intentionality enacted there. Trust grows over time through exchanges where the expectations held for others are validated in action.”

Trust in Schools, A Core Resource for ImprovementBryk and Schneider, 2002



flourishing school is a culture of trust The presence of the chemical Oxytocin in the brain is associated with Trust. Increased Oxytocin reduces the fear of trusting a stranger.Research into Oxytocin levels amongst staff of showed a difference between high‐trust and low‐trust organisations. Compared with people at low‐trust organisations, people at high‐trust organisations report:

74% less stress,106% more energy at work,50% higher productivity,76% more engagement,40% less burnout.

Harvard Business Review, 2016



flourishing school is a culture of trust Behaviours in high-trust organisations include

• Recognising positive contributions and doing so in front of the peer group

• Building-in ‘Challenge Stress’ to activities and highlighting the progress being made

• Inviting others to generate solutions to shared problems• Working in smaller units, with choice of method but accountability for

results• Openness in Communication. • Interest in others• Positive personal goals • Willingness to admit and learn from mistakes


At the end of the dayAt the end of the day you're another day olderAnd that's all you can say for the life of the poor

It's a struggle, it's a warAnd there's nothing that anyone's giving

One more day standing about, what is it for?One day less to be living.

At the end of the day you're another day colderAnd the shirt on your back doesn't keep out the chill

And the righteous hurry pastThey don't hear the little ones crying

And the plague is coming on fast, ready to killOne day nearer to dying!

Lessons in Leading and in

Learning


Documents

Lessons - PTSA · Lessons in Leading and in Learning: PTSA, April 2017 Task Design is the ultimate shared development activity Encourage teachers and assistants to work together to