Tag Archives: TAI

Leadership Goal Elevator Pitch Reflection

The end of the year and my performance management cycle is coming to a close. My principal PLG is a regular forum where we all share progress towards our leadership goals and with the last one for the year approaching we are using the elevator pitch strategy to share progress related to one of our goals.

Now our elevator is pretty slow so we have 5 minutes to make our pitches interesting, memorable and succinct, using a framework of subheadings to guide our reflections;

  • My goals is…
  • I have made impact on students/staff by…
  • My main leadership learning has been…
  • I will continue to work on…

My goal is…

1.2 Performance Objective
Lead the development & implementation of key systems to support improved outcomes for priority learners.

Expected Outcomes

  • Accelerated progress is apparent for priority learners
  • A planned & co-ordinated approach to investigating, planning & monitoring effective practices for priority learners is established
  • Teachers demonstrate the ability to inquire into & adapt their practice for priority learners in an ongoing way

I have made impact on students/staff by…

Students

  • Actively including them in the fact finding and intervention decision making process. Staff were released to capture student voice, work with students to draw learning maps and ask them questions related to learning and what works for them and doesn’t. Some of the outcomes from this include increased voice and choice for learners in their learning.
  • More clarity/transparency for them around what they need to do in order to progress. This was enabled through classroom discussion, learning conferences, access to their own achievement data (e.g. e-asTTle), revised written reporting formats with clarity around next steps, changes to classroom programme (e.g. self managed timetables, workshops).
  • For the majority of priority learner cohorts identified in our achievement plan progress has been noticeable. For example:
    • In reading, 14 students were identified from 2015 data, 10 have made accelerated progress (71%).
    • In writing, 18 students were identified, 10 have made accelerated progress  (56%).
    • In maths, 20 students were identified, 18 have made accelerated progress (90%).
    • Of those who have not accelerated, only 1 student is a real cause for concern as there has been little to no progress, even with increased tiers of support.

Staff

  • Our priority learners were agended into staff, team and leadership meetings, ensuring that their needs were kept on top and that actions to addressing their needs were reflected on in an ongoing and collaborative way i.e. raising student achievement is a whole school responsibility, not just one teachers.
  • TAI practices were re-introduced and further built on, highly valued to acknowledge the importance of an ongoing and reflective professional inquiry.
  • Teachers were expected to make informed decisions about the impact of the teaching based on achievement data, student voice, feedback from colleagues, and critical self reflection including videoing their own teaching.
  • Teachers were asked to consider and discuss the implications of an equity v. equality approach to addressing the needs of our priority learners.
  • Staff increased their professional knowledge and capability around the use of a broad range of assessment tools to inform decisions related to teaching and learning.
  • Conversations regarding priority learners changed to be about learning not behaviour.

My main leadership learning has been…

  • Importance of focusing all changes and professional learning centred around students and improving their outcomes. i.e. don’t do it for me, do it for your learners.
  • Getting the pace of change right and balancing this with the;
    • wellbeing of staff and workloads
    • amongst the other needs across all areas of review and development
    • time for teachers to embed practices
    • culture of growth mindsets, recognising change happens a different paces for everyone.
  • Acknowledging the huge value in the ongoing review of what and why we do things, acknowledging when things haven’t gone to plan, and being flexible and adaptive to change.
  • Giving value/resourcing  to teachers coming together to have professional based dialogue during the school day.
  • Being patient.

I will continue to work on…

  • Gaining a deeper understanding of the staff in order to better recognise, utilise and accommodate their strengths and weaknesses.
  • Providing more effective feedback across a range of forums, in order to support teachers in becoming more effective in their roles.
  • Explore a more personalised approach to TAI, professional learning and appraisal/accountability.
  • Further exploring professional collaborative practices and opportunities.
  • Continuing to prioritise our priority learners but consciously use a gradual release of responsibility model as practices are normalised.

So there’s the pitch. Quite an easy, quick and worthwhile strategy to pull together the key points related to progress towards a goal. I would certainly consider using it with my staff as another reflective approach as part of the TAI process.

 

Teacher Inquiry – have we got the right timeframe?

We made a deliberate decisions this year to split our professional inquiries into two distinct parts, aligned to the professional development we were engaging in as a staff. Term 1 & 2 – an inquiry focused on literacy, Term 3 & 4 – an inquiry focused on maths. As we have wrapped up our literacy inquiries and transitioned from one inquiry to the next, the conversations have centred around the legitimacy of short term inquiries vs annual inquiries and whether either of these approaches are an authentic approach that really enables teachers to inquire into an aspect of their professional practice and result in embedded change. The question I pose is:

Are we limiting the effectiveness and impact of our inquires by constraining them to set timeframes?

Some background first… When I reflect on the professional inquiries I engaged in as a teacher, these were tied into the annual process of appraisal, starting in Term 1 and concluding in Term 4. The following year a new inquiry commences and so on. Similarly, as a principal I have facilitated teachers inquiring into their practice on an annual cycle as part of their performance management. I would suggest that this is a common approach in many NZ schools.

Constraining learning to time limits is a habit in education… but one that is increasingly being challenged in a more flexible and personalised approach to learning and how learning is managed. Not sure what I mean? Just think of your classic daily timetable in a classroom, 10 minutes silent reading, then 45 mins for reading, followed by 15 minutes of handwriting after which we go out for 15 minutes of fitness. Or perhaps think of the times your students are so engaged and focused on their learning only to be interrupted by the bell or ‘needing’ to move to the another area.

Sometimes time is the enemy, it constrains or limits what we can do. What we can learn.

Let’s transfer that thinking to our professional inquiries which generally go from Term 1 to 4, aligned to a similarly scheduled appraisal process. It makes sense, an individual inquiry is often focused on a target group of students which are in your class, its relevancy is based on the now, related to recently collected and analysed data. Its convenient, it fits with how we organise the school year, works with fixed term positions, allows us to come together as teachers on the same pathway and summarise our findings at the end of the year.

I just wonder though that we are pushing through inquiries too quickly and that changing the focus on an annual basis takes away what could be a richness and depth of inquiry leading to greater outcomes of effective teaching and impacts on student learning. That is not to say that a Term 1-4 inquiry does not have depth and impact, it is a prompt to consider what would happen if we keep building on our developing knowledge over time and at the saturation point we move on, not just because it is the end of the year.

So this may lead to a diversity of inquiries, with agentic teachers driving and managing their own learning. There would be multiple inquires, starting and finishing at different times, adapting to needs, responsive to mastery.

Sounds pretty much like our expectations for learners and learning in our future focused classrooms…

More questions than answers here but a good space for further thinking and investigation. Thanks to Bede for a conversation that prompted some of the thoughts above.