School based professional development for Teachers to support the implementation of the New National Curricula

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School based professional development for
Teachers to support the implementation of the New
National Curricula

• Professor Tony Townsend
• Chair of Public Service, Educational Leadership
  and Management
• School of Education,
• University of Glasgow

Pedagogical Institute Cyprus March 2012
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Topics consideration today

• Part 1 Perception
• Part 2 Understanding our concepts
• Part 3 Change and education
• Part 4 Making Schools more effective
• Part 4 A look at learning
• Part 5 Leading Learning
•  

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Perception
Our view of the world is a product of what we
are looking at, where we are standing when we are
looking at it and how we feel about ourselves and
the thing we are looking at.
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FABULOUS FILES ARE FREQUENTLY THE RESULT OF
YEARS OF SCIENTIFIC STUDY FOLLOWED BY THE
KEEPING OF FULL FINDINGS.
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FABULOUS FILES ARE FREQUENTLY THE RESULT OF
YEARS OF SCIENTIFIC STUDY FOLLOWED BY THE
KEEPING OF FULL FINDINGS.
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Perception
Our view of the world is a product of what we
are looking at, where we are standing when we are
looking at it and how we feel about ourselves and
the thing we are looking at. We can, however,
change peoples perceptions of the world by
providing them with new information, by educating
them.
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• THE NEW CURRICULUM
• UNDERSTANDING OUR CONCEPTS

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Randall Clinch

• A concept is...
• ...an idea that is opinion based and experience
  supported. It is a living thing and can grow over
  time. Often the opinion is inherited.

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What is my concept of school?
Struggling students
Successful students
Thing dunnow drive through brainwash centre
drive through office Sht a piece of beeeep

Safe environment to learn and gain new skills
Somewhere where you learn and make friends
where students learn how to survive
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What is my concept of teacher?
Struggling students
Successful students

• Thing
• dunnow
• hate them all, DIE
• a btch
• some are good some arent
• teachers are here to teach
• us not scream at the class

To teach and be a mentor Someone who teaches you
different things Helps you with knowledge
Someone who respects students
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What is my concept of student?
Struggling students
Successful students

Thing Dunnow Students should learn what they
need not all this crap Shthead A well
mannered kid (not bloody likely)
To learn and put effort in Someone who learns
what the teacher is teaching People who would
like to learn - can be any age Someone who
respects other students and teachers
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What is my concept of learning?
Struggling students
Successful students

• Thing
• dunnow
• a piece of rubbish that the government can stick
  up their aes
• getting work stuck in your head
• there is no learning

To take in everything and put it into my life
Knowing stuff in all topics Something
everyone goes through every day To get smarter
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What is my concept of my future?
Struggling students
Successful students

• Thing
• a better one if I leave this hole in year 10
• crap
• If I continue to go to this school I wont have
  a future
• I dont have a future

To go to university and study medicine Determined
by how much I learn at school Good job, great
family
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What is my concept of myself?
Struggling students
Successful students

• Thing
• dunnow
• I failed
• I can learn
• I dont know

Willing to learn and take everything in I am a
good and nice person, sensible, smart, clever I
am OK A balanced girl 50 good 50 bad
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What do you think?

• Discuss the following concepts as they apply to
  the new curriculum. Can we come to a common
  understanding of what these mean?

New curriculum
leadership
Professional development
Citizenship
teacher engagement
Teacher ownership
Success
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THE CHANGE CONTEXT

• OUR CHANGING WORLD

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How quickly things change

• How many things as you can think of in the next
  2 minutes that a 15 year old can do or experience
  today that you could not do or experience when
  you were 15.

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Make a list

• Categories of change
• Technology

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Thomas Watson, Chairman, IBM

• I think there is a world market for maybe 5
  computers

1943
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Popular Mechanics, 1954
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Make a list

• Categories of change
• Technology
• Environment

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Global Warming
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Make a list

• Categories of change
• Technology
• Environment
• Health

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New ways of living
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Hans Rosling on Changes in Health
http//www.youtube.com/watch?vjbkSRLYSojo
www.Gapminder.org
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Make a list

• Categories of change
• Technology
• Environment
• Health
• Wealth

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Gini Coefficient
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GINI Indexes (the spread of wealth across a
country)
COUNTRY CIA Gini Index COUNTRY CIA Gini Index
 Sweden 23  Australia 35.2
 Denmark 24  New Zealand 36.2
 Slovenia 24  Indonesia 36.3
 Austria 26  India 36.8
 France 28  Vietnam 37
 Germany 28  Japan 38.1
 Norway 28  Russia 41
 Croatia 29  Cambodia 41.7
 Cyprus 29  Thailand 42
 Finland 29.5  Singapore 42.5
 Pakistan 30.6  Philippines 44.5
 Netherlands 30.9  United States 45
 South Korea 31.3  Malaysia 46.1
 Ireland 32  People's Republic of China 46.9
 Spain 32  Nepal 47.2
 Canada 32.1  Sri Lanka 50
 Italy 33  Hong Kong 52.3
 Taiwan 33  Chile 54.9
 Bangladesh 33.4  Brazil 56.7
 Switzerland 33.7  Zimbabwe 56.8
 United Kingdom 34  South Africa 57.8
 Laos 34.6  Namibia 70.7
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Income per head and life-expectancy rich poor
countries
Source Wilkinson Pickett, The Spirit Level
(2009)
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Make a list

• Categories of change
• Technology
• Environment
• Health
• Wealth
• Employment

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Employment 1970s

• High Skill
• Low Skill

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Employment 1990s

• High Skill
• Low Skill

Semi Skill
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Employment 2020

• High Skill
• Low Skill

Semi Skill
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Make a list

• Categories of change
• Technology
• Environment
• Health
• Wealth
• Employment
• Society/Population

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Start Working
End Working
Longevity
Age
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120 100 80 60 40 20
107
77
62
62
47
21
14
18
1900
2000
2100
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Make a list

• Categories of change
• Technology
• Environment
• Health
• Wealth
• Employment
• Society/Population
• Culture

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Cultural changes
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Make a list

• Categories of change
• Technology
• Environment
• Health
• Wealth
• Employment
• Society/Population
• Culture
• Relationships

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What does family mean to you?
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Make a list

• Categories of change
• Technology
• Environment
• Health
• Wealth
• Employment
• Society/Population
• Culture
• Relationships
• Values

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Are we changing out values?
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Make a list

• Categories of change
• Technology
• Environment
• Health
• Wealth
• Employment
• Society/Population
• Culture
• Relationships
• Values
• Education

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The Surgeon and the Teacher...the impact of change
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So what does this mean?

• The students we are teaching today see the world
  differently to the way in which we see it. They
  learn new things in entirely different ways than
  we did. We might even say they are a completely
  different species to us.
• If we teach them the way in which we were taught
  ourselves there will be a mismatch between our
  teaching and their learning.
• Implementing a new curriculum by teaching it in
  the same way we taught the old curriculum will
  lessen its chance of being successful.

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We are preparing young people for jobs that dont
yet exist
requiring technologies that havent yet
been invented
to solve problems of which we are not yet aware.
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And even more difficult.
We should be helping them to lead purposeful and
fulfilled lives
in circumstances changing at unprecedented
and accelerating speed.
in ways that affect custom and belief as well as
material surroundings.
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Your turn

• What are some of the changes that have happened
  in the past twenty years that directly affect
  teaching and learning in Cyprus?
• What issues are primary/secondary teachers facing
  in schools today that we need to consider when
  introducing the new curriculum?

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• MAKING SCHOOLS MORE EFFECTIVE
• A CORE PLUS APPROACH

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Townsend, 1994

• The core-plus curriculum ensures that both
• The CORE areas, those areas identified by the
  state as being so important that every child
  should learn and know them,
• AND
• The PLUS areas, those areas identified by the
  school community as being important to their
  children, are given the time, attention and
  resources necessary for those skills, attitudes
  and knowledge to be planned for, learned and
  evaluated.

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Flexibility in the new curriculum

• What are some areas of the new curriculum where
  schools and teachers have some flexibility?
• How can we help primary/secondary teachers to use
  this flexibility to design activities for
  students?

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How do we make teachers willing to implement the
new curriculum?

• Talk amongst yourselves
• What are three major benefits of the new
  curriculum for Cyprus?
• What are three major benefits of the new
  curriculum for students?
• What are three major benefits of the new
  curriculum for teachers?

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McGaw, Banks Piper, 1991 15

• There is no definitive how of effective schools
  and so there can be no one recipe for every
  school to try.
• Schooling is too complex a business for a
  recipe.

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Townsend, 199448

• An effective school is one that develops and
  maintains a high quality educational programme
  designed to achieve both system-wide and locally
  identified goals. All students, regardless of
  their family or social background, experience
  both improvement across their school career and
  ultimate success in the achievement of those
  goals, based on appropriate external and
  school-based measuring techniques.

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Catchphrases to school improvement

• Shared goals - we know where were going
• Responsibility for success - we must succeed
• Collegiality - were working on this together
• Continuous improvement - we can get better
• Lifelong learning - learning is for everyone
• (from Stoll, 1997 12-13)

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Catchphrases to school improvement

• Risk taking - we learn by trying something new
• Support - theres always someone there to help
• Mutual respect - everyone has something to
  offer
• Openness - we can discuss our differences
• Celebration and humour - we feel good about
  ourselves
• (from Stoll, 1997 12-13)

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Stoll Fink, 1997

• Moving Schools
• boost student progress
• work together to respond to changing context
  and to keep developing
• know where theyre going
• have the will and skill to get there

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Stoll Fink, 1997

• Cruising Schools
• appear to possess many qualities of school
  effectiveness
• usually are high SES schools
• pupils achieve in spite of teaching quality
• not preparing students for a changing world

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Stoll Fink, 1997

• Strolling Schools
• neither particularly effective nor
  ineffective
• moving at an inadequate rate to cope with the
  pace of change
• ill-defined and sometimes conflicting aims
  inhibit improvement

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Stoll Fink, 1997

• Struggling Schools
• ineffective and they know it
• expend considerable energy trying to improve
• willing to try anything
• will ultimately succeed

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Stoll Fink, 1997

• Sinking Schools
• ineffective, are isolated, use blame and
  self-reliance
• staff, through ignorance or apathy, are unable
  to change
• often low SES and blame parenting
• need dramatic action and significant support

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Stoll Fink (1997)
Improving
Declining
Effective
Moving
Cruising
Strolling
Ineffective
Struggling
Sinking
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What school is your school?

• Moving (effective and improving)
• Cruising (effective but declining)
• Strolling (OK but not going anywhere)
• Struggling (not effective but getting better)
• Sinking (not effective and getting worse)

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What school is your school?

• Extra curricular activities
• Sporting achievement
• Staff health and well-being
• Student attendance
• Staff involvement in decisions
• Financial management
• Student behavior
• School ethos and climate
• Curriculum development
• Assessment of student progress
• Reporting to parents
• Relations with region/department
• Staff cooperation
• Inducting new staff
• Student group learning
• Celebrate achievement

• Student achievement
• Staff-student relationships
• Student welfare
• Literacy attainment
• Numeracy attainment
• Balanced curriculum
• Student responsibility
• School facilities and environment
• Parent involvement
• School leadership
• Professional development
• Fund raising
• Marketing the school
• Staff-administration relationship
• Communication to parents
• Relations with the wider community

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• THE LEARNING CONTEXT

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Question for today

• Where is the ONE PLACE in school where learning
  happens?
• Not one of the places, or even the most
  important place, but the one place?

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The voice of authority

• Teachers teach and children learn. It is as
  simple as that.
• (Chris Woodhead, Class Wars)

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Sir Winston Churchill

• I am always ready to learn, but I do not always
  like being taught.

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School and Class Effects

• Percent of Variance in Value-Added Measures of
  English and Mathematics Achievement Accounted for
  by School and Class Effects
• Class () School ()
• English
• Primary 45 9
• Secondary 38 7
• Mathematics
• Primary 55 4
• Secondary 53 8

Peter Hill, 1997 9
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Research Evidence

• Prof John Hattie (Uni Auckland)
• Meta-analysis of over 50,000 studies
• What are the effect sizes of various aspects of
  student learning? What are the most important
  things we can do to change student learning?
• Reference Hattie, J. (2003). Teachers Make a
  Difference What is the Research Evidence?,
  http//www.leadspace.govt.nz/leadership/articles/t
  eachers-make-a-difference.php

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The Effects of Quality Teaching accounting for
variance in student achievement
gt 30
50
5-10
5-10
John Hattie ( 2003, 2007)
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What Helps Students Learn?

• Wang, M.C., Haertel, G.D. and Walberg, H.J.
  (1993/1994, Educational Leadership, pp 74-79)
• Analyzed 179 chapters, conducted 91 research
  syntheses, interviewed 61 educational
  researchers, considered 11,000 findings.
  Identified 28 areas grouped into 6 categories

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What Helps Students Learn?
1. Classroom Management 2. Metacognitive
processes 3. Cognitive processes 4. Home
Environment/Parental Support 5.
Student/Teacher social interactions 6.
Social/behavioural attributes 7.
Motivational/Affective attributes 8. Peer
Group 9. Quantity of Instruction 10. School
Culture 11. Classroom Climate 12. Classroom
Instruction 13. Curriculum Design 14. Academic
Interactions
15. Classroom Assessment 16. Community
Influences 17. Psychomotor skills 18.
Teacher/Administrator Decision Making 20.
Parent Involvement Policy 21. Classroom
Implementation and Support 22. Student
demographics 23. Out of Class Time 24. Program
Demographics 25. School Demographics 26. State
Level Policies 27. School Policies 28. District
Demographics

Wang, M.C., Haertel, G.D. and Walberg, H.J.
(1993/1994)
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What Helps Students Learn?

Student Aptitude 54.7 Classroom
Instruction/Climate 53.3 Context 51.4 Progra
m Design 47.3 School Organisation 45.1 Stat
e/District Characteristics 35.0
Wang, M.C., Haertel, G.D. and Walberg, H.J.
(1993/1994)
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district/system
school
program
home/community
classroom
student
Wang, M.C., Haertel, G.D. and Walberg, H.J.
(1993/1994)
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What Helps Students Learn?

• Hattie (2003)
• It is what teachers know, do, and care about
  which is very powerful in this learning equation.

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What Helps Students Learn?
1. Classroom Management 2. Metacognitive
processes 3. Cognitive Processes 4. Home
environment/parental support 5. Student/Teacher
social interactions
Wang, M.C., Haertel, G.D. and Walberg, H.J.
(1993/1994)
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What Helps Students Learn?
1. The curriculum and how it is presented, the
classroom and how it is managed 2. The ability
of the student to think and to decide what they
think about 3. The relationships that are
established between the teacher and the student,
the parent and the student, the parent and the
teacher and the student and learning
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Four elements

• Curriculum
• Pedagogy
• Assessment
• The Learning Environment

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• CURRICULUM ISSUES

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Peter Schrag 1988

• The longest distance in the world is between an
  official state curriculum policy and what goes on
  in a childs mind.

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THE INTENDED CURRICULUM - expectations about
learning outcomes and standards to be achieved -
content and skills to be taught and learned
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THE INTENDED CURRICULUM - expectations about
learning outcomes and standards to be achieved -
content and skills to be taught and learned
THE IMPLEMENTED CURRICULUM - what teachers do in
classrooms - teaching and learning practices -
pedagogy
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THE INTENDED CURRICULUM - expectations about
learning outcomes and standards to be achieved -
content and skills to be taught and learned
THE IMPLEMENTED CURRICULUM - what teachers do in
classrooms - teaching and learning practices -
pedagogy
THE ATTAINED CURRICULUM - demonstration of
learning outcomes by students - actual
achievement of students in relation to standards
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The Global Classroom
Townsend and Otero, 1999, Hawker Brownlow,
Australia
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The Four Pillars of the Global Classroom

• Education for Survival
• Understanding our place in the world
• Understanding community
• Understanding our personal responsibility

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Education for Survival

• Literacy and Numeracy
• Technological Capabilities
• Communication Skills
• Development Capability
• Awareness of ones choices
• Critical Thinking Skills and Problem Solving
• Decision Making
• Healthy optimism

Townsend and Otero, 1999
Added recently
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Understanding our Place in the World

• Exchange of Ideas
• Work Experience and Entrepreneurship
• Awareness and Appreciation of Cultures
• Creative Capability
• Vision, Adaptability and Open Mindedness
• Social, Emotional and Physical Development
• Development of Student Assets
• Managing Anxiety

Townsend and Otero, 1999
Added recently
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Understanding Community

• Teamwork capability
• Citizenship Studies
• Community Service
• Community Education
• Global Awareness and Education
• Goal Setting

Townsend and Otero, 1999
Added recently
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Understanding Our Personal Responsibility

• Commitment to Personal Growth through lifelong
  learning
• Development of Personal Value System
• Leadership capabilities
• Commitment to community and global development
• Commitment to personal and community health
• Self-management

Townsend and Otero, 1999
Added recently
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Scotlands Curriculum for Excellence
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What are the skills we want our students to
acquire?

• Inquirer
• Thinker
• Communicator
• Risk-Taker
• Knowledgeable
• Principled
• Caring
• Open-Minded
• Well-Balanced
• Reflective

Primary Years Program, International Baccalaureate
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What are the attitudes and attributes that
characterise a democratic citizen?

• List 5 attitudes or attributes that we want every
  student to have by the time they finish
  primary/secondary school.
• What are some behaviours that we associate with
  having these attitudes or attributes?
• What are some specific activities we can include
  into the new curriculum that allows students to
  demonstrate these behaviours?

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• PEDAGOGICAL ISSUES

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Student as Subject
We will need to focus on five relationships

• Student to Self
• Student to content
• Student to teacher
• Student to peers
• Student to community

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Basic Premise

• Assume indifference...
• Work to create interest

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The RelationaLearning Model (Otero and Sparks,
2000)
RELATING Interdependence Options for Positive
Action
Global Self-regulated Learners
VALUING Interaction Ethics for Discussion
Interactive/Introspective Learners
UNDERSTANDING Adaptability Concepts for Analyzing
Engaged Learners
RECOGNISING Awareness Facts for Forgetting
Isolated Learners
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Survival Values in Learning
100
Attitudes and feelings about subjects, studies,
self
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Per cent of usefulness retained assuming 100
original effectiveness
Thinking skills and processes
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Motor skills
50
Conceptual schemes
35
Factual material
10
Nonsense syllables
6
12
0
Elapsed time (months)
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Strategies for engaging young people

• Learning occurs best when success is the
  expectation
• Fear is not an effective motivator
• Change is possible
• Control is an illusion
• Interdependence is crucial to success

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How do we know when a student is engaged?

• List five characteristics of a student that is
  actively engaged in learning
• What are the ones you have in common with those
  around you?

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• ASSESSMENT ISSUES

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The Curriculum of the Future

• We need to move from valuing what we measure to
  measuring what we value

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Accountability Versus Responsibility
Accountability
Responsibility
to count, compute (something done to schools)
to be responsive response-ability (an internal
drive for continuous improvement)
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Sorting Students
VERY DUMB
SORTA SMART
VERY SMART
SORTA DUMB
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Serving Students
A - Advanced
P - Proficient
NI - Needs Improvement
W - Warning
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Be careful of the questions you ask
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Asking Questions to Better Serve Students

• How are we doing?
• What are we doing well?
• How can we amplify our successes?
• Who isnt learning?
• Who arent we serving?
• What can we do to improve?
• How do we know if it worked?
• What do we do if they dont learn?

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Assessment for Learning (Sims, 2006 p 6)

• Assessment for learning seeks to develop
  learners through handing over to them areas of
  teaching and learning that have traditionally
  been regarded as the intellectual property of the
  teacherThe use of open questioning techniques,
  formative assessment models and peer- and
  self-assessment all help schools to shift the
  emphasis from teaching to learning.

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TeacherStudent Relationship
Personalisation of Learning
Teacher Directedness
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TeacherStudent Relationship
High
Summative Teacher designs learning Teacher
collects evidence Teacher judges what has been
learnt (and what has not)
Personalisation of Learning
Low
Low
High
Teacher Directedness
120
TeacherStudent Relationship
High
Teacher designs learning Teacher designs
assessment with feedback to students Teacher
judges what has been learnt (Student develops
insight into what has not)
Personalisation of Learning
Low
Low
High
Teacher Directedness
121
TeacherStudent Relationship
High
Teacher and student co-construct
learning Teacher and student co-construct
assessment Teacher and student co-construct
learning progress map
Personalisation of Learning
Low
Low
High
Teacher Directedness
122
TeacherStudent Relationship
High
Student at the centre of learning Student
monitors, assesses, reflects on learning Student
initiates demonstrations of learning (to self and
others) Teacher as coach and mentor
Personalisation of Learning
Low
Low
High
Teacher Directedness
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Your turn

• Apart from tests, what are some things that
  teachers might use to show that students are
  learning?
• What are some other ways in which a teacher might
  judge whether they are being successful?

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• THE LEARNING ENVIRONMENT

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The Three Dimensions of learning

• The types of resources we use for learning (ie
  curriculum)
• The way in which these materials are presented
  (ie pedagogy)
• The climate in which these materials are
  presented (ie the assessment regime)

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Clinch 2001

• There are two types of teachers, the tellers and
  the askers.
• 
  

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Teacher Behaviours and Student Responses
TEACHER ASKING
A
C
D
B
FOCUS ON CONCEPTS/ PROCESSES
TEACHER MANAGING/ ASSESSING
TEACHER SUPPORTING/ INVOLVING
FOCUS ON FACTS/ TASKS
G
E
F
H
TEACHER TELLING
How much time do you spend in each quadrant?
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Teacher Behaviours and Student Responses
Townsend, 2009
Management Teachers approach Content Focus Student Response
A Teacher asking Teacher supporting Focus on concepts/processes Understanding
B Teacher asking Teacher supporting Focus on facts/tasks Knowledge
C Teacher asking Teacher managing Focus on concepts/processes Self-doubt
D Teacher asking Teacher managing Focus on facts/tasks Guilt
E Teacher telling Teacher supporting Focus on concepts/processes Self-belief
F Teacher telling Teacher supporting Focus on facts/tasks Clarity
G Teacher telling Teacher managing Focus on concepts/processes Unquestioned belief
H Teacher telling Teacher managing Focus on facts/tasks Memorisation
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Teacher Behaviours and Student Responses
COOPERATIVE LEARNING
TEACHER ASKING
A
C
D
B
FOCUS ON CONCEPTS/ PROCESSES
TEACHER MANAGING/ ASSESSING
TEACHER SUPPORTING/ INVOLVING
FOCUS ON FACTS/ TASKS
G
E
F
H
DEFIANT COMPLIANCE
TEACHER TELLING
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Discussion

• Can you think of a classroom you have seen where
  the teacher spends a lot of time telling students
  what to do and another one where the teacher uses
  lots of questions? How are they different?

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• LEADING THE LEARNING

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We all know what leadership is until someone asks
us to define it
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A working definintion of leadership

• Persuading other people to set aside, for a
  period of time, their individual concerns and to
  pursue a common goal that is important for the
  responsibilities and welfare of the group
• Avolio and Lock, 2002

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Discussion

• How can teachers be leaders of learning?
• What can you do to support teachers to think this
  way?

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• If you would like more details contact
• ProfessorTony Townsend
• School of Education
• University of Glasgow
• Phone [phone]
• Fax [phone]
• email tony.townsend_at_glasgow.ac.uk