Instructional leadership workshop Session 2

2012/02/10

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Instructional Leadership Workshop

- How do SMT members ensure Quality Teaching and Learning for every learner, in every classroom, during

every period of every school day, no exception? -

Presenter: Dr Muavia Gallie (PhD) Session 2

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Summary of Instructional Leadership

Know your Job

Know your School

(T&L)

Know Yourself

Know your Context

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Quote

“The core purpose of principalship is to provide leadership and management in all areas of the school to enable the creation and support of conditions under which high quality teaching and learning take place and which promote the highest standards of learner achievement.”

(South African Standard for School Leadership)

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Introduction •  Teaching and learning is the core activity or

focus of any school; •  There is clearly a different between ‘teaching’ and ‘learning’;

•  There is a ‘client’, a ‘service provider’ and a ‘product/service’ in any transaction (where people are getting paid to render the product/service.

•  Service provider should render the product/service as required by the client.

•  “The quality of your product/service is an Attitude.”

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External and internal difference

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Activity 1.  Clearly define and explain the

meaning of “Teaching” and “Learning”;

2.  Define what the difference is between these two activities;

3.  Define the ‘inter-connectedness’ of these terms; and

4.  Define which one comes first, if any.

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Different Perspectives

Understanding the situation well

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Questionnaire What makes a

school successful? Characteristics of successful schools

Factors that support change in different schools Successful stories

Practical recommendations

Contextual elements

Conditions elements

The Learning

school

1 School ethos Clear and shared

focus [2] Vision [2] Teacher attitude [7] Dynamic leadership

[3 + 4] Mission and vision

statement [2] Leadership [3 + 4] Clear

purpose [1] Identity [1]

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Vision, Aims and Strategic Planning

High standards and expectations [1] Leadership [3 + 4]

Clarity of innovation [2]

Make structures more flexible [5]

Core values, principles and goals

[1] Political stability [5’ 6

+ 7] Inspiring vision [2] Strategy [2]

3 The Principal Effective school leadership [3 + 4]

High Academic Standards [2] Teacher training [7]

Allocate resources to support educators [6

+ 7] Administrative support [3 + 4]

Levels of cooperation [7]

Strong ownership [6]

Structures and

procedures [5]

4 Principal and

SMT

High levels of collaboration and Communication [6]

Standards of the heart [1]

Communication and support

implementation [6] Create a discourse of

possibility [10] Develop governance

structures [9] Knowledge of reform

[10] Broad

capacity [5] Technical support [5]

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Structures, Roles and

Responsibilities

Curriculum, Instruction and

Assessment aligned with standards [2]

Family-school-community

partnerships [8]

Make contingencies compatible with classroom [10]

Set up broad advisory board [8]

Understanding processes and

relationships [5, 6 + 7]

Tangible organisational support [6]

Human resources [3

+ 4]

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Decision making and

Communication

Frequent monitoring of teaching and

learning [5] Professional

development [7] Develop evaluation

plan [5]

Ability and willingness to support

change [3 + 4]

Leadership and

management [3, 4 + 9]

7 Professional

work relationship Focused professional

development [7] Evidence of success

[10]

Development standards and

assessment plan [6] Administrative capacity [3 + 4]

The context [6, 7, 8 + 9]

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Links with parents and community

Supportive learning environment [5]

Get internal and external support [8 +

9] Fiscal capacity [3 +

4]

9 SGB and DoE

High levels of communicty and

parental involvement [8 + 9]

Involve stakeholders in all processes [8 +

9]

10 Managing

Change

Origin of School Functionality Questionnaire Components

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Non-Functioning Schools (NFS)

Low Functioning Schools (LFS)

High Functioning Schools (HFS)

Leadership Level 1

Management Level 2

Administration Level 3

Conceptual Argument - Types of Functionalities (relating to the Core Purpose)

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10 Different mentalities

1.  Definition of Teacher Quality; 2.  Subject and/or learning area choices; 3.  Time tabling; 4.  Measuring productivity systems; 5.  Quality Assurance systems; 6.  Learner Expectation (success); 7.  Data, Information, Knowledge, Intelligence Systems; 8.  Multiple Opportunities; and 9.  Time Utilisation; and 10. Difference between Home-work and School-work.

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1. Defining Teaching Quality •  Three related schools of thought - Good teaching is defined by (a) what the

teacher brings into the classroom - that is, TEACHER CHARACTERISTICS, (b) what teachers do while they are in the classroom - TEACHING PRACTICES, and © what learners take out of the classroom - LEARNERS LEARNING GAINS;

•  A. Focusing on TEACHER CHARACTERISTICS note that standards (e.g. obtaining a degree/diploma, passing a professional examination) are set to ensure a degree of quality. The logic here is that it is difficult to measure teaching quality directly, so indirect measures should be used;

•  B. Others argue for a more direct measure of what teachers actually do. Those who focus on TEACHING PRACTICE argue for five common pedagogical principles, namely: 1. Building on learners’prior knowledge; 2. Linking goals, assessment and instruction; 3. Teaching content and critical thinking; 4. Developing language skills; and 5. Creating a culture of learning;

•  C. There are those who reject measuring “inputs” (teacher characteristics) or “processes” (teaching practices) and argue that only outcomes matter. In this case, defining teaching quality is about HIGH LEARNER PERFORMANCE.

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2. Subject Choices Available No. Low-functioning School High-functioning School 1 Language 1st Language 1st 2 Language 2nd Language 2nd 3 Maths or Maths Lit Maths or Maths Lit 4 History or Science History 5 CAT or Accounting Science 6 Life Orientation CAT 7 Business Economics Accounting 8 Life Orientation 9 Business Economics

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3. Organising of Time table 1 2 3 4 5 6 7 8 9

Mon 1 H

2 I

3 G

4 H

5

6

7

8

9

Tues 1 2 3 4 5 6 7 8 8

Wed 1 2 3 4 5 6 6 7 7

Thurs 1 L

2 O

3 W

4 4

5

5

6 6

Fri

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Performance Management and Reward Systems

Evaluation and Appraisal Systems

Supervisory and Accountability

systems

4. Measuring Teaching Quality i.r.t. different school functionalities

The Judgement of Quality is dependent on the Quality of the Judgement.

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Getting them to perform ‘optimally’


Getting them ‘to do something extra’


Getting them ‘to do their job’


systems

5. Focus of the measuring tool ..

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Getting the OUTCOMES right


Getting the PROCESS right


Getting the INPUT right


systems

5. Keeping their ‘eye’ on achieving …

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6. In relation to Matric Results Figure 10: Three levels of school functionality in relation to the support needed by

schools

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% -10% -20%

Non-Functioning -20% – +20%

Low-Functioning 21% - 60%

High-Functioning 61% - 100%

Average (50%) in Matric Results

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7. Data, Information, Knowledge, Intelligence Systems

Data - what was (NFS); Information - what is (LFS); Knowledge - what could be (HFS); Intelligence - what should be (HFS).

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7. SASAMS System 1.

Knowing 2.

Under-standing

3. Teaching

4. Another Teaching

7. Another Learning

6. Learning

5. Support

8. Assessment

9. Support

10. Evaluation

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8. Multiple Opportunities Low-functioning School

Quarter 1 Teach

Test or Exam

Quarter 2 Teach

Test or Exam

Quarter 3 Teach

Test or Exam

Quarter 4 Teach

Test or Exam

1 2 3 4 5 6 7 8

High-functioning School Quarter 1

Teach Test or Exam

Fix gap of

Q1

Quarter 2 Teach

Test or

Exam

Fix gap of

Q2

Quarter 3 Teach

Pre-Test or Exam

Fix gap of

Q3

Support and

Support

Final Test or Exam

1 2 3 4 5 6 7 8 9 10 11

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9. Types of Teaching - Learning

Teaching Learning

Teaching and Learning

Teaching and Learning

Teaching for Learning

Teaching Learning Teaching Learning Teaching Learning Teaching Learning Teaching Learning Teaching Learning Teaching Learning Teaching Learning Teaching Learning

Teaching as Learning

None or to Little time and support for Learning

Plenty of time and support for Learning

All the time and support are for Learning

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9. What do we know about our teachers and/or officials?

Teaching (Information Sharing)

Learning (Taking ownership of Information)

Remembering Understanding

Teaching (Information Sharing)

Remembering

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9. Time Utilisation Low-functioning School High-functioning School

20% Teaching 20% Teaching

20% Teaching 20% Learning



20% Learning 20% Learning

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10. Homework vis-à-vis Schoolwork vis-à-vis Busywork vis-à-vis Parent’s work

•  Learning takes place throughout the day, whether ‘in school’ or ‘out of school’;

•  They can be categorised as ‘different’ types of learning;

•  Given different situations and circumstances, the one becomes more important than the other;

•  We need all of them in our lives.

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Activity •  Calculate the amount of learners who entered

(Gr.1 or Gr.8) your school over the last five years (2005 - 2009);

•  Calculate the amount of learners who successfully left your school at your highest exit grade (Gr.7 or Gr.12) during the last five years; - those who are all passing; - those who achieve a 60% and more.

•  Based on the above-mentioned figures, calculate the ‘Success-rate’ of your school.

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Activity •  Make a list of all your teachers with the following information:

- their age; - their qualifications (professional and academic); - their trained specialisation(s); - their teaching experiences in the different grades and subjects; - their % of success in these grades and subjects; - their current teaching load in % (grade and subject).

•  Make a summary of your learners, stating the following; - different grades and subjects within these grades; - the % passes in these grades and subjects; - link the teachers in first list to the grades and subjects.

•  Take 5 photos that represent the ‘true’ image of your school.

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Quote

You can’t do things differently

until you see things differently.

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Thoughts on Learning …

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Your brain learn by …

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How do you learn?

Or like this?

Like this?

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What are we learning? Old view!

The key skill was …

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New view of learning …

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But watch out …

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The key skills are …

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And remember …

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Learning Styles Activity

•  You will be shown a screen with many different numbers in many different colours.

•  You will have 30 seconds to look at the screen.

•  When the time is up, you will be asked a few questions about what you saw.

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14 67 0

72

61

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16 81

00 42

11 50

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Questions about the slide: 1.  What number is in the top right corner? 2.  What number is in the lower left corner? 3.  What number is in the left center? 4.  What number is in the bottom right corner? 5.  What was the only white number? 6.  What was the highest number on the screen? 7.  What was the largest sized number that was shown in orange? 8.  What were the two numbers that was shown in yellow? 9.  What number was in the top center of the screen? 10.  What was the only number shown in black?

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What is a “learning style”? •  “The way that he or she concentrates on,

processes, internalizes, and remembers new and difficult information or skills”.

– Dr. Rita Dunn, St. John’s University

•  “Characteristic cognitive, affective, and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment”.

–  James W. Keefe

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Learning Style - In Simple Terms

Conceptual Understanding

•  Children learn through a combination of these elements: –  Physiological –  Cognitive –  Affective

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Affective Elements

• Affective elements are the motivational forces within a learner typically viewed as stimulating and guiding behavior. – Conceptual Level – Psychological Types

Conceptual Understanding

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Activity •  Go onto the internet - to www.google.co.za; •  In the search block, type in “learning styles questionnaire”; •  On the list, look for the following = Learning Styles

Questionnaire (www.vark-learn.com/english/page.asp?p=questionnaire); •  Go into this website - You are now in the VARK website; •  On the left side, you will see “Questionnaire” (click on it); •  The VARK Questionnaire will appear - you now need to

complete the questionnaire (answers all the questions as honestly as possible);

•  At the bottom (when finished), press “Ok”; •  Your score (learning style) will be analysed by the system; •  Make a printout of your results.

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Quote

You have to know a lot

to know how little

you know.

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Cone of Learning

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Figure 4: Proportion of schools reporting a teacher absenteeism problem, by school SES

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Quintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5

School SES quintileSource: SACMEQII, 2000

Teacher Absenteeism

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Teachers work an average 41 hours (out of 43)/week

•  41% of this on teaching: 3.4h/day •  14% devoted to planning and

preparation •  14% on assessment, evaluation,

reports and record-keeping Chisholm et al, 2005

Time in Class

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8 School Readiness Components Indicators of LFS SRC

1. Low student performance 2. Learner information

2. High rate of student absenteeism 1. Learner attendance

3. High dropout rates of students 2. Learner information

4. High level of disruption and violence 4. Annual planning

5. Unclear academic standards 5. Implementable and flexible timetabling 6. Quarterly teaching schedule 7. Organogram 8. Learner support material

6. High rate of staff turnover 3. Educator information

7. High rate of staff absenteeism 1. Teacher attendance

8. A negative school atmosphere 3. Educator information

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The Numbers Game Scenarios A B C

Knowledge 33.3% 25% 10%

Skills 33.3% 25% 10%

Disposition 33.4% 50% 80%

Total 100% 100% 100%

Varia

ble

Con

stan

t

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1.  First five to eight years (as teachers); 2.  Second phase [nine to twelve years] as teacher; 3.  First five to eight years (as senior teachers/mentor); 4.  Second phase [nine to twelve years] as mentor; 5.  First three to five years (as Head of Department); 6.  First three to five years (as Deputy Principal); 7.  First three to five years (as Principal); 8.  Second phase [six to ten years] as Principal; 9.  Third phase [eleven to twenty years +] as Principal; 10.  Etc.

4yrs 4yrs 4yrs 4yrs 4yrs 4yrs 4yrs 4yrs 4yrs 4yrs 59-62 55-58 51-54 47-50 43-46 39-42 35-38 31-34 27-30 22-26

DP5-8 DP5-8 DP1-4 ST9-12 ST5-8 ST1-4 Pr13 Pr9-12 Pr5-8 Pr1-4 HoD9-12 HoD5-8 HoD1-4 T9-12 T5-8 BT1-4

Teacher Professional Path

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Human Resources Management

Different Resource contributions

70%

40% 45% 50% 55% 60% 65% 70%

30%

0% 5%

10% 15%

20% 25%

30%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

Best 1 2 3 4 5 6 7 Human Cost Other resources

Total cost of education in your school?

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Why?, What?, How? Purpose and Function of Assessment

Assessment

Wha

t?

Purpose Attainment Diagnostic/Prescriptive

1. To establish present levels of functioning. 2. To evaluate present knowledge of a subject. 3. To assess progress (relative to peers or self). 4. To build a profile of the whole person. 5. To indicate future placement in class or employment. 6. To award qualification from a recognised body.

1.  To determine ability/disability. 2.  To determine potential. 3.  To indicate teaching programme. 4.  To assess personality traits (aptitudes and

attitudes).

Why

? H

ow?

Methods Formal Informal

1.  Continuous Assessment. 2.  Examinations. 3.  Standardised Tests.

1.  Checklists. 2.  Objective Tests. 3.  Observations. 4.  Self-Assessment.

Profiles

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The content of subsequent slides (16 - 59), excluding the

Activities, was taken from Kyriacou C. (2001), Effective

teaching in schools. Nelson Thornes.

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The Effective Teaching Framework Input or Context variables •  Teacher characteristics •  Learner characteristics •  Class characteristics •  Subject characteristics •  School characteristics •  Community characteristics •  Occasion characteristics

Process variables Teacher perceptions, strategies and behaviour

Learner perceptions,

strategies and behaviour

Characteristics of the learning task

and activities

Outcome or Product variables • Short and/or Long-term; • Knowledge, skills and behaviour educational outcomes e.g. change in attitudes of learners towards school or subject; gains on attainment tests; increased level of self-concept; success in national examinations; greater learner autonomy; etc.

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B. Models for Thinking about Effective Teaching

1.  A surface level of analysis;

2.  A psychological level of analysis;

3.  A pedagogical level of analysis

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1. Surface level of analysis

Teaching

Maximising Active

Learning Time (ALT)

and the Quality of Instruction

(QI)

Learner Learning

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2. Psychological level of analysis

Teaching

Psychological concepts,

principles and processes - e.g. attention,

memory, transfer,

reinforcement, expectations, motivation, information

processing, etc.

Learner Learning

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3. Pedagogical level of analysis Teaching

General teaching skills

(e.g. being audible,

managing learners and

activities) -------------- Content specific

teaching skills (appropriately sound content and structure)

Learner Learning

Presentation, content,

structure, monitoring,

evaluation of lesson and

activities

Teacher perceptions,

strategies and

behaviour

Learner perceptions,

strategies and

behaviour

Characteristics of the learning task

and activities

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Teaching Assessment Rating Scales (Kyriacou and McKelvey 1985)

1.  Preparedness; 2.  Pace and Flow; 3.  Transition; 4.  Cognitive Matching; 5.  Clarity; 6.  Business-like; 7.  Withitness; 8.  Encouragingness. (see additional page)

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Activity •  Request your Heads of Department (HoDs) to use

the eight dimensions of the ‘Teaching Assessment Rating Scale’, and to rate all the teachers in your school on a scale of 1 - 5 (where 1 is less desirable and 5 is more desirable);

•  Submit a table of the results (see Example); •  Further, after discussing the results with your

HoDs, record on an A4 page the main discussion and recommendations of the conversation.

•  If you are unable to ‘perform this task’, please explain the reasons, and how you will go about remedying this situation.

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Example Name of Teacher

Subject 1 2 3 4 5 6 7 8 Ave.

T1 English 3 5 5 3 4 4 4 4 4 T2 Maths 5 T3 Science 5 T4 Life Or. 3 T5 Bus.Ec. 4 T6 History 4 Ave. 4

Total divide by 8

Total divide by number of Teachers

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Teaching Competence

Three main elements: •  Subject knowledge; •  Interest in and enthusiasm for the

subject; and •  Ability to set up effective learning

experiences.

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Activity •  Like in previous activity, request your Heads of

Department (HoDs) to use the three mail elements of ‘Teaching Competence’, and to rate all the teachers in your school on a scale of 1 - 5 (where 1 is less desirable and 5 is more desirable);

•  Again, submit a table of the results (see Example);

•  Also, after discussing the results with your HoDs, record the main discussion and recommendations of the conversation.

•  If you are unable to ‘perform this task’, please explain the reasons, and how you will go about remedying this situation.

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Example Name of Teacher

Subject Subject Knowledge

Interest in subject

Set up learning experience

Ave.

T1 English 3 5 5 4 T2 Maths 5 T3 Science 5 T4 Life Or. 3 T5 Bus.Ec. 4 T6 History 4 Ave. 4

Total divide by 3

Total divide by number of Teachers

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Quote

“Even if the student’s life away from school is bleak and miserable, she/he will work if what she/he finds in school is satisfying.”

William Glasser

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Logistics of Teaching and Learning 4.7

School Readiness Components

30%

Teaching 40%

Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Learning 50%

Assess- ment 10% H

FS

LFS

N

FS


30%


30%

Teaching 30%

Teaching 20%

Disrup- tions 10%

Assessment 20%

Learning for Assessment

20%

Learning 20%

Disruptions & Chaos

20%

Learn- ing

10%

90%

50%

30% Time-on-Task

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Question •  Is your school Dysfunctional?

•  Ten critical questions for every school leader 1.  Does every teacher teach everyday in every class for 196 school days in the year? [10] 2.  Do you as school leader regularly observe teachers teaching in their classrooms? [10] 3.  Do you spend at least 70% of your time in school on matters of teaching and learning?

[10] 4.  Do you regularly visit parents of learners in their homes? [10] 5.  Is your school consistently clean, ordered and well-decorated in ways that convey

positive sentiments about the learning environment? [10] 6.  Do more than 95% of learners pass the highest grade in the school every year for the

past five years? [10] 7.  Do more than 98% of learners enrolled attend school everyday? [10] 8.  Does every learner have a textbook in every subject? [10] 9.  Does your school bring in at least R100,000 every year in external (private) funds e.g.

the business community? [10] 10.  In the case of High Schools, do at least 80% of your learners go on to university/

university of technology? In the case of Primary Schools, do all your learners go on to high school?

Prof. Jonathan Jansen (Executive Leadership Programme 2008)

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Functionality Score for your school

100 A Functional School

80 A Moderately Functional School

60 A Marginally functional School

40 A Seriously Dysfunctional School

20 A School?

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School Readiness Components 8


30%

Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

HFS

LF

S

NFS


30%


30%

8 School Readiness Components Indicators of NFS SRC Component 1.1 High rate of staff absenteeism 1.2 High rate of learner absenteeism

1. Teacher and Learner Attendance

2.1 High rate of staff turnover 2.2 Negative school atmosphere

2. Teacher Information

3.1 Low learner performance 3.2 High dropout rates of learners

3. Learner Information

4. High level of disruption and violence 4. Annual Planning

5. Unclear academic standards 5. Implementable and flexible timetable

6. Quarterly Teaching schedules

7. Organogram

8. Learner and Teacher support materials

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Activity •  Provide evidence of examples from your

school that represents the 8 School Readiness Components: - Teachers and Learners attendance register: - Teachers information; - Learners information; - Annual planning; - Timetable; - Quarterly Teaching Schedules; - Organogram; - Teachers and Learners Support Materials.

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Level 1 - Facts •  The first level of learning deals with

facts-details or data which result from direct observation and research.

•  Facts make up the most basic level of learning.

•  Taken on their own at this level, facts have no direct application.

•  But without facts, you cannot move on to the other levels of learning.

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Level 2 - Information •  The second level of learning deals with

information-observational data in a usable form.

•  The descriptions that information consists of tell who, what, when, where, and how many.

•  With information, you can begin to make use of facts.

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Level 3 - Know-how • Know-how is the focus of the third

level of learning.

• Know-how consists of a collection of descriptions in the form of instructions.

• Know-how is about having the instructions you need to make use of the information you have.

• With know-how, you derive knowledge from experience.

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Level 4 - Comprehension •  The fourth level of learning deals with

comprehension.

•  Comprehension answers the question "Why?"

•  At the comprehension level, learning is composed of explanations.

•  When you understand why, you are better able to use the knowledge and know-how you already have.

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Level 5 - Wisdom •  Wisdom is the focus of the fifth and final

level of learning.

•  Wisdom is the ability to evaluate, and it incorporates values.

•  It is essential for development.

•  Using know-how and comprehension without wisdom can result in actions that don't work for the overall mission of the learning process.

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Learning: From Past to Future

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Question

Which level of learning is

facilitated in your school?

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5 Levels of Learning

Level Teaching Days

Type of Teaching

1 35 Facts 2 70 Information 3 105 Know-How 4 140 Comprehension 5 175 Wisdom

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Bloom’s Level of learning and Thinking

1.  Know - Define, match, repeat, memorise, label, outline, record, recognise, state, sort, list

2.  Understand - Restate, show, illustrate, summarise, predict, locate, paraphrase, describe, explain

3.  Apply - Demonstrate, solve, test, use, manipulate, organise 4.  Analyse - Examine, debate/defend, compare/contrast, refute,

relate, generalise, classify, research 5.  Synthesise - Propose, design, construct, invent, formulate,

plan, imagine 6.  Evaluate - Judge, recommend, critique/criticise, justify,

choose

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Quote

If you don’t change, change will change you, or change will

replace you.

Wheelchairs

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Education

Instructional leadership workshop Session 2