The LeadersAreTeachers Revolution Geoff Petty 2015 The leadersareteachers

The Leaders-Are-Teachers Revolution Geoff Petty 2015

The leaders-are-teachers revolution Effect on student achievement: Average teacher 0. 40 Average teacher using best teaching methods 0. 60 – 1. 00 We know how to double the rate of student learning!

The leaders-are-teachers revolution Effect on student achievement: Average teacher 0. 40 Average teacher using best teaching methods 0. 60 – 1. 00 We know how to double the rate of student learning! What should a leader in FE do about this?

Where should I look for advice on leadership? Research reviews Best Evidence Syntheses Meta-studies

Viviane Robinson – BES: 2883 Leaders (2008) ‘School leadership and student outcomes’ Transformational leaders Instructional leaders

Transformational Instructional Set the vision, school Makes several formal goals, the expectations. classroom observations each year Instructional support. Interprets test scores with Monitoring school teachers activity Insists teachers collaborate the Buffering staff from teaching programme across external demands grades Ensures that staffing is Insists teachers expect high fair and equitable proportions of their students to Easily accessible to do well on achievement students and staff outcomes Secures a high degree Insists and knows that class of autonomy for the staff atmosphere is very conducive to learning for all students

Transformational Instructional Set the vision, school Makes several formal goals, the expectations. classroom observations each year Instructional support. Interprets test scores with Monitoring school teachers activity Insists teachers collaborate the Buffering staff from teaching programme across external demands grades Ensures that staffing is Insists teachers expect high fair and equitable proportions of their students to Easily accessible to do well on achievement students and staff outcomes Secures a high degree Insists and knows that class of autonomy for the staff atmosphere is very conducive to learning for all students 0. 11 0. 42

Viviane Robinson – BES: 2883 Leaders (2008) Transformational leaders: 0. 11 Instructional leaders: 0. 42 Effect strongest on teacher learning 0. 84

John Hattie ‘Visible Learning: A synthesis of over 800 meta-analyses’ Leaders need to be ‘Learning Leaders’ • How were students taught? • How well did they learn it? • How do we know? • How can we improve instruction?

Helen Timperley (2008): BES on professional learning and development’ • Teachers need to try new teaching approaches to fix the difficulties they have identified • Teachers need to work in Communities of Practice • Teachers’ assumptions about teaching and learning challenged

Helen Timperley (2008): BES on professional learning and development’ • Teachers need to try new teaching approaches to fix the difficulties they have identified • Teachers need to work in Communities of Practice • Teachers’ assumptions about teaching and learning challenged • Teachers need to do Supported Experiments

Helen Timperley’ BES on professional learning and development’ What knowledge and skills do we as What knowledge and professionals need to skills do our students meet students’ needs? need? What has been the impact of these changes? Deepen professional knowledge and skills Engage students in new learning experiences

Helen Timperley ‘Realising the Power of Professional Learning” (2011) “Teachers won’t engage in cycles of enquiry when they feel criticised, or put down for not being good enough” “Blame and shame are counterproductive to promote [teacher] learning”

Do Managers Support or Control? Learning

Do Managers Support or Control? Learning Teachers

Do Managers Support or Control? Learning Teachers Managers

Do Managers Support or Control? Learning Teachers Managers Principalship

Values Do Managers Support or Control? Learning Teachers Managers Principalship

Values Do Managers Support or Control? Learning Teachers Managers Principalship Hierarchy

Hierarchy Principalship Managers Teachers Learning

Helen Timperley’ BES on professional learning and development’ What knowledge and skills leaders need to What knowledge and meet teachers’ needs? skills do our teachers need? What has been the impact of these changes? Deepen professional knowledge and skills Engage teachers in new learning experiences

Yet more evidence for the revolution: Steven Pink ‘What motivates us at work? ’ Autonomy: Mastery: Purpose: (Not blaming, grading, inspecting, controlling…)

Learning a skill – K. Anders Ericsson skill time

Learning a skill – K. Anders Ericsson skill no deliberate practice time

(Initial drop in skill due to an experiment) deliberate practice skill no deliberate practice time

(Initial drop in skill due to an experiment) deliberate practice skill no deliberate practice time

The leaders-are-teachers revolution Leaders are teachers - their ‘class’ is their teaching staff Their main aim is to help teachers to improve their teaching Challenge with support – tough love Focus on CPD: have a learning plan for teachers, and monitor this learning