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Title: Leading the Change:


1
  • Leading the Change
  • Teachers and Students
  • Step In and Up

2
One should not aim at being possible to
understand, but at being impossible to
misunderstand.
  • Marcus Fabius Quintilian
  • (Roman rhetorician)

3
Context
  • Change
  • Transformation
  • Improvement

4
Judgements are coloured by personal experience
(Dadds, 200551)
5
Educational change starts with me
  • Mahatma Ghandi once said
  • We are the change we want to see.
  • It is in a sense like saying that the future we
    inherit will be the one that we create. Seen
    from the curriculum perspective, it can translate
    in preparing the future generations for the new
    jobs that havent been invented yet.

6
  • The Human Curriculum
  • Teaching and Learning
  • from the First Principles

7
  • 12th- 21st Century

8
Then - Scholasticism
  • A new method of learning developed in the late
    12th Century
  • from the rediscovery of the works of Aristotle
  • Critical thought method
  • Program of employing that method in articulating
    and defending dogma

9
Today
  • Call for grit, character and deep learning for
    understanding and mastery to be reinstated

10
(No Transcript)
11
TASK
  • The state, in prescribing a syllabus which was
    to be followed.., it did all his thinking for the
    teacher
  • (Holmes, 1911103-4)

12
Thinking is the method of intelligent learning,
of learning that employs and rewards
mind.Education as a necessity of life, social
function, direction and growth. Experience,
data, correlate ideas unity of subject matter
and method.
  • Dewey (1897) was lamenting the state of education
    for neglecting the school as a form of community
    life and the disconnect between knowledge and
    transmission of knowledge.

13
Classroom teacher
14
Teacher act/artvocation
  • Education calls instincts and habits into play
    it is a foe to passive receptivity, hence it
    appeals to thought. It demands that an idea of an
    end be steadily maintained, so that activity
    cannot be either routine or capricious, but
    progressive.
  • A vocation signifies any form of continuous
    activity which renders service to others and
    engages personal powers in behalf of the
    accomplishments of results.
  • The question of the relation of vocation to
    education brings to a focus the various problems
    regarding the connection of thought with bodily
    activity of individual conscious development
    with associated life the theoretical culture
    with practical behaviour having definite results
    of making a livelihood with the worthy enjoyment
    of leisure.
  • John Dewey Democracy Education (1923)

15
From initial engagement to reform
  • Education policy-makers and practitioners want to
    know which policies and practices can best
    achieve their goals. But research that can inform
    evidence-based policy often requires complex
    methods to distinguish causation from accidental
    association.

16
Rolling the Stone Uphill Teacher development and
the implementation of Thinking Skills
programsDavid Leat Oxford Review of Education
Volume 25, Issue 3, 1999
  • Thinking Skills programs enjoy a periodic
    popularity and seem to provide an antidote for
    teachers to the instrumentalism of prescribed
    curricula as they address more general aims of
    education. However, along with most other
    curriculum innovations they usually fail to make
    a lasting impact or become established within
    school systems, despite promising evidence of
    their effects. The article explores the reasons
    why classrooms are so resistant to the kind of
    change that Thinking Skills programs demand
    through the consideration of a number of
    constructs of teacher development and the voices
    of teachers who have been involved in Teaching
    Thinking interventions. This analysis shows that
    curriculum development needs to give much closer
    attention to teacher development if it is to be
    successful.

17
Critical thinking
  • Now in the fifth year of a voluntary and
    internally guided initiative, Lampton School has
    chosen a model of critical thinking developed by
    the Foundation for Critical Thinking to be at the
    heart of their attempts to bring critical
    thinking more explicitly and systematically into
    the classroom. The purpose of this study was to
    investigate the nature of this CPD initiative
    (its structure, processes, and theory), as well
    as its effect on teachers and students values,
    conceptions, and application of critical
    thinking, and its effect on motivation. Teachers
    reported that, though critical thinking had been
    given lip service in their teacher training
    courses, they did not understand how to teach for
    it until the CPD project at Lampton, during which
    they were introduced to an explicit and
    systematic framework for critical thinking.
    Students notions of critical thinking were found
    to rely solely on the extent to which their
    teachers had introduced it in an explicit,
    systematic, and sustained manner in the
    classroom. Both teachers and students were
    found to value critical thinking in several
    directions. Teachers and students evinced various
    levels of understanding and application of
    critical thinking, as is to be expected. Those
    with the most developed conceptions seemed to
    value critical thinking more highly and
    articulated more rewards and benefits as a result
    of its use. Both participating teachers indicated
    that national assessment measures are not in line
    with the goal of fostering critical thinking.

18
  • Good teachers have always known how to be
    educationally subversive. They have refused to
    underestimate their own sense of agency and have
    been able to perceive the scope for radical
    change within their own classroom and within
    their own schools. They refuse to collude with
    the victim mentality that relinquishes
    initiative, self-belief and a sense of agency.
  • (Galton MacBeath, 2008)

19
Hence
  • Teachers must become subjects in the process of
    education and not its prisoners they must find
    ways to become or continue to be artisans of
    learning, despite external impositions.

20
Uncovering Teacher LeadershipAckerman, Richard
Mackenzie, Sarah V.Educational Leadership, v63
n8 p66-70 May 2006
  • Teacher leaders are the pack mules of effective
    school improvement because they carry the weight
    of responsibility for ensuring that reforms take
    root in the classroom and deepen the learning of
    all students. They continually think about the
    gap in schools between the real and the ideal,
    and the discrepancies that they witness compel
    them to push against the status quo. However,
    teacher leaders still contend with several
    challenges dictated by the status quo, such as
    the antiquated notions of leadership, teacher
    isolation, and the conservatism that so often
    reigns in schools. Succeeding as a teacher leader
    means staying true to one's beliefs, coupling
    confidence with humility, and being willing to
    work with colleagues to improve student learning.

21
  • In other words, teachers who differentiate
    provide specific alternatives for individuals to
    learn as deeply as possible and as quickly as
    possible, without assuming one student's road map
    for learning is identical to anyone else's. These
    teachers believe that students should be held to
    high standards. They work diligently to ensure
    that all students work harder than they meant to
    achieve more than they thought they could and
    come to believe that learning involves risk,
    error, and personal triumph. These teachers also
    work to ensure that all students consistently
    experience the reality that success stems from
    hard and informed work.

22
Humanising the Curriculum
  • Working WITH the CURRICULUM rather than in spite
    of it.
  • Learning, as a complex system, is transitory and
    changeable.
  • Using thinking tools to help students understand
    how to learn and be able to make connections and
    be creative and resilient.

23
TASK
  • Does it work? How do we know?
  • Transcending geo-political and cultural barriers?
  • If so, universal solution to the demands and
    challenges of 21st Century education in terms of
    making thinking explicit in the process of
    teaching and learning?

24
TASK
  • As a growing global Thinking School community, we
    have a story to tell
  • Ideas of how to best capture/measure the
    effect/impact of explicitly teaching students how
    to think/learn.
  • How best can we document the experiences that
    lead to Thinking School model as a sustainable
    Whole School approach for school improvement?
  • How can we measure impact?

25
  • Thinking Ambassadors
  • Creative Resources and Leaders for Learning

26
Taking
First
Steps
27
?
?
?
?
?
How
?
?
?
?
?
28
Finding the spark
  • Thinking School ethos
  • Putting thinking back into the heart of learning
  • Students back into the driving seat as engaged
    learners

29
Student voice
  • Leaders of learning

30
  • Transformational Leadership
  • Engine for a Sustainable Whole School Approach

31
Engaging with change
32
  • Management is doing things right,
  • leadership is doing the right things
  • (Warren Bennis and Peter Drucker)

33
The catalyst
  • Whole school approach
  • Taking the time to get it right
  • Improved TL

34
  • education is the process through which the
    needed transformation may be accomplished and not
    remain a mere hypothesis of what is desirable.
  • John Dewey-Democracy Education

35
The Need for Teacher Leadership
  • Teacher leadership is an idea whose time has
    come. The unprecedented demands being placed on
    schools today require leadership at every level.
    Yet many schools are still organized as though
    all the important decisions are made by
    administrators and carried out by teachers.
  • In the most successful schools, teachers
    supported by administrators take initiative to
    improve school wide policies and programs,
    teaching and learning, and communication.
  • How best could we understand the phenomenon of
    teacher leadership to help teachers develop the
    skills required to act as leaders for teaching
    and learning?

36
  • Education Leaders as Catalysts for
  • Differentiated Classrooms
  • It is so easy to underestimate the complexities
    of the change process
  • Differentiation is not an instructional
    strategy, a collection of strategies, or a
    teaching model. It's a way of thinking about
    teaching and learning that advocates beginning
    where individuals are rather than with a
    prescribed plan of action that ignores student
    variance. It is a way of thinking that challenges
    how educators typically envision assessment,
    teaching, learning, classroom roles, use of time,
    and curriculum. It is also a way of thinking that
    stems from our best understanding of how people
    learn.
  • Michael G. Fullan and Suzanne Stiegelbauer
  • The New Meaning of Educational Change
  • From The Differentiated Classroom
  • Responding to the Needs of All Learners - Carol
    Ann Tomlinson
  • (2014)

37
Thinking School Whole School Approach Fullan
(2004) argues that a necessary condition for
reform to work is a substantial broadening of
teacher leadership until it embodies the majority
of teachers in a given school, a given district,
a given state, a given profession. P.1 Kelly
(1995) argues that in high involvement models,
the older model of teaching in which the career
educator eventually moves out of teaching into
administration is replaced with one in which
master teachers take on additional leadership
responsibilities, but remain connected to the
classroom throughout their carriers.p.22
38
  • Transformational Leader
  • Transformational leaders are all about change.
    Through a passionate belief in a vision of future
    possibilities, transformational leaders attempt
    to change the way their students think about
    themselves, their learning, and their
    expectations for the future. It requires a high
    degree of enthusiasm and energy on the part of
    the leader that is contagious. Learners see the
    value of the vision and willingly follow the
    leader towards its attainment.

39
Making the differenceLearning is at the heart
of all we do
  • Students learning (thinking about learning)
  • Staff motivation (working as a team towards a
    common goal, using a common language)
  • The wider school community (sharing good
    practice success breeds success)

40
  • The JOURNEY ahead

41
Wider change begins with you. (McNiff, 200286)
42
  • Daniela Vandepeer
  • Duke of Yorks Royal Military School
  • Dover
  • UK
  • dsv27_at_cam.ac.uk
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