Module 2 Effective School Systems

1. Evolving Systems Thinking Module 2 Effective School Systems For Scotland's learners, with Scotland's educators

2. Giving and Receiving Feedback • Giving Feedback • Prioritize ideas and understand value • Concentrate on behaviour, not the person • Balance the content • Be specific and realistic • Own the feedback • Be timely • Offer continuing support • Receiving Feedback • Listen to feedback • Be aware of non-verbal • Be open • Understand the message • Reflect and act • Follow up For Scotland's learners, with Scotland's educators

3. Stop Actions, activities or behaviours that limit your capacity to learn. Start Actions, activities or behaviours that would enrich your learning. Continue Actions, activities or behaviours that are supporting and building your capacity to learn. Stop Start Continue

4. Actions, activities or behaviours that limit your capacity to learn.

5. Actions, activities or behaviours that would enrich your learning.

6. Actions, activities or behaviours that are supporting and building your capacity to learn

7. Trends

8. Reflection on Day 1 Reflect on the learning opportunities of yesterday. Content Leadership Action Process For Scotland's learners, with Scotland's educators

9. The Effective School Individual Thoughts Common Thoughts Think about one of the highly effective schools in Scotland – a school focused on increasing student achievement and well being. What are some of the characteristics that you believe contribute to its effectiveness? For Scotland's learners, with Scotland's educators

10. Correlates of Effective Schools Safe & Orderly Environment Climate of High Expectations for Success Instructional Leadership Clear and Focused Mission Frequent Monitoring of School Progress Opportunity to Learn & Time on Task Positive Home – School Relations For Scotland's learners, with Scotland's educators

11. Washington Study Goals 1. Clear and Shared Focus 2. High Standards & Expectations for All Students 3. Effective School Leadership 4. High Levels of Collaboration & Communication Curriculum, Instruction & Assessment Aligned with Standards 6. Frequent Monitoring of Learning & Teaching 7. Focused Professional Development 8. Supportive Learning Environment 9. High Levels of Family & Community Involvement Process Conditions For Scotland's learners, with Scotland's educators

12. Your Effective Schools – Wallpaper Task The characteristic Visual Representation Slogan Why is it important? How does it connect to student achievement and well being? How will you know that it is making an impact? Two or three key facts about the characteristic Two or three actions as a system leader Create a poster and post 8. Gallery Walk / Share For Scotland's learners, with Scotland's educators

13. Coherence is the Goal Coherence Making Alignment is about structures; coherence is about mindsets. System coherence is about shared mindsets. A tool is only as good as the mindset using it. M. Fullan For Scotland's learners, with Scotland's educators Source: Ministry of Education, Ontario

14. Effectiveness Frameworks For Scotland's learners, with Scotland's educators Source: Ministry of Education, Ontario

15. Overview of the Ontario Leadership Framework School Individual Organization For Scotland's learners, with Scotland's educators System Source: Ministry of Education Ontario

16. School Wide Practices For Scotland's learners, with Scotland's educators Source: Ministry of Education, Ontario

17. School Effectiveness Framework Components that inform instructional practice, programming and professional learning and lead to focused instruction and assessment for each student. Students are the central focus of the framework. High expectations for their learning and achievement are paramount. Big picture view of the school that must be attended to by all staff as they sustain a culture of learning and collaboration. The interrelationships among the elements in the outer circle and the manner in which the elements function together contribute directly to the quality of student learning. : Personalization provides assessment & instruction tailored to students’ learning needs. Precision links assessment for and as learning to evidence-based instruction. Focused, ongoing job-embedded professional learning supports the seamless weaving together of instruction and assessment. For Scotland's learners, with Scotland's educators Source: Ministry of Education, Ontario

18. Big Ideas in School Effectiveness Framework To guide schools with self assessment: Are we reaching our student learning and achievement goals? How do we know? What is the quantitative and qualitative evidence that supports this? What actions will we take to ensure continuous improvement? For Scotland's learners, with Scotland's educators

19. Why a Leadership Framework? To provide a robust research foundation on which to focus leadership actions; To ensure that the key leadership practices and personal leadership resources support the goals of improving student achievement and well being; and To provide common language and understanding for leaders to engage in discussions about effective practice. For Scotland's learners, with Scotland's educators Source: Ministry of Education Ontario

20. Leadership Practices or Competencies ? For Scotland's learners, with Scotland's educators Source: Ministry of Education, Ontario

21. Big Ideas in Frameworks Leadership is contingent:Context is important Leadership and management are integrated Formal leaders enact practices directly and indirectly Leadership is best shared in a planned and coordinated way System leaders and districts add significant value to the learning of students beyond the contribution of schools and classrooms For Scotland's learners, with Scotland's educators Source: Ministry of Education Ontario

22. Frameworks Around the World ESL Principal’s Capability Framework Australian Professional Standard for Principals Ontario Leadership Framework Denver, Colorado Framework Cayman Islands, Framework For Scotland's learners, with Scotland's educators

23. International Frameworks For Scotland's learners, with Scotland's educators

24. Plus Minus Interesting Assemble in your groups and review the leadership framework assigned to your group. Complete an poster that includes.. Jurisdiction Key Themes or Domains Plus (what you like about it) Minus (what concerns you about it) Interesting (what intrigues you) Be prepared to share your poster. 2 – 3 minutes For Scotland's learners, with Scotland's educators

25. Stop Actions, activities or behaviours that limit your capacity to learn. Start Actions, activities or behaviours that would enrich your learning. Continue Actions, activities or behaviours that are supporting and building your capacity to learn. Stop Start Continue

26. Reflecting on our Learning For Scotland's learners, with Scotland's educators

27. Reflection on Day 2 Reflect on the learning opportunities of yesterday. For Scotland's learners, with Scotland's educators

28. Stop Start Continue Stop Actions, activities or behaviours that limit your capacity to learn. Start Actions, activities or behaviours that would enrich your learning. Continue Actions, activities or behaviours that are supporting and building your capacity to learn.

29. Ontario School Leadership Framework For Scotland's learners, with Scotland's educators Source: Ministry of Education Ontario

30. Definition of leadership • 9 characteristics of strong districts • Practices of system leaders that develop a strong district For Scotland's learners, with Scotland's educators • Personal leadership resources Source: Ministry of Education Ontario

31. Personal Leadership Resources • Cognitive Resources • Problem-solving expertise • Knowledge of school and classroom conditions that directly affect student learning • Systems thinking • Social Resources • Perceive emotions • Manage emotions • Act in emotionally appropriate ways • Psychological Resources • Optimism • Self-efficacy • Resilience • Proactivity For Scotland's learners, with Scotland's educators Source: Ministry of Education Ontario

32. Self Assessment “As a leader with character, you need to have a preparedness to examine habitual behaviours and consider whether there may not be better ways of leading than the ones that have worked, more or less, for you in the past.” Gerard Seijts, Ivey School of Business Think about your current role as a school/ system leader and reflect on the leadership practices associated with each of the domains as well as the personal leadership resources. As you examine the key practices, underline the practices that you believe are well developed and occur on a regular basis as part of your daily work and circle the practices that you would like to pay more attention to in your daily work. Teach your colleague For Scotland's learners, with Scotland's educators

33. McKinsey Research says… The experiences of top school systems suggests that three things matter most: getting the right people to become teachers, developing them into effective instructors and, ensuring that the system is able to deliver the best possible instruction for every child. Source: McKinsey & Co. , How the World’s Best Performing School Systems come out on Top For Scotland's learners, with Scotland's educators

34. Good to Great Source: McKinsey & Co., How the World’s Most Improved School Systems Keep Getting Better For Scotland's learners, with Scotland's educators

35. Characteristics of systems that have moved from good to excellent Great to excellent - ‘Improving through peers and innovation’ • Building system capacity • Creating additonal support mechanisms for professionals • System-sponsored experimentation and innovation across schools • Providing motivation & scaffolding for low skill teachers • Minimum standards • •Getting students in seats • Sharp analysis & accountability • Financial & organisational foundation • Better teaching & learning • High quality teachers & leaders • •School based decision making Source: McKinsey & Co., How the World’s Most Improved School Systems Keep Getting Better For Scotland's learners, with Scotland's educators

36. Good to Great Interventions McKinsey& Company • A System can make significant gains from wherever it starts and these gains can be achieved in 6 years or less • 2. There is too little focus on “process” in the debate today • 3. Each particular stage of the school system improvement journey is associated with a • unique set of interventions • 4. A system’s context might not determine what needs to be done, but it does • determine how it needs to be done. • 5. Six interventions occur equally at every performance stage for all systems. • 6. Systems further along the journey sustain improvement by balancing school • autonomy with consistent practice. • 7. Leaders take advantage of changed circumstances to ignite reforms • 8. Leadership continuity is essential. Education How the world’s most improved school systems keep getting better Source: McKinsey & Co., How the World’s Most Improved School Systems Keep Getting Better For Scotland's learners, with Scotland's educators

37. Making Sense of Reform Two stay and three stray Two members of the team remain at the table and share the information with the other groups as they rotate . Rotations will be timed. Three strays will return to the home table and share the information with the two team members. Everyone reads the introduction. Individual teams read assigned section Power of context Accountability vs responsibility Relational trust and collaboration Collaborative leadership for improvement Issues, tensions and dilemmas Reflections on moving beyond hierarchies 3. Read the assigned section and identify why leaders need to know this information; four key messages; how this may impact the practices of leaders and how this will impact student achievement. Record your thoughts.

38. Snowball Think about something that you think you should know more about given your current role. Write the topic on a post it. Everyone uses the same colour post-it . Crunch the post-it and throw it into the centre of the room. For Scotland's learners, with Scotland's educators

39. The Imposter Syndrome • https://thelearningexchange.ca/videos/imposter-syndrome/ For Scotland's learners, with Scotland's educators

40. The Learning Leader Adaptive Challenge Technical Problem Easy to identify Quick solutions Easily solved by authority or expert Requires change in one or two areas People generally receptive High stress- solution – action – relief Safety More difficult to identify Changes in values, beliefs People involved must work to solve the challenge Cross organizational boundaries Resistance Stress – multiple approaches- process Teaching and Learning Decision Adapted from Ronald A Heifitz & Donald L. Laurie. “The Work of Leadership” – Harvard Business Review 1997 For Scotland's learners, with Scotland's educators

41. Four Corners For Scotland's learners, with Scotland's educators

42. Change For Scotland's learners, with Scotland's educators

43. First and Second Order Change Second Order Change First Order Change • Knowledge of and involvement in curriculum, • assessment & instruction • Ideals / Beliefs • Monitoring/ Evaluating • Challenge status quo • Culture change • Focus on long term potential • Flexibility • Knowledge about the • research and theory Culture Order Communication Input For Scotland's learners, with Scotland's educators

44. Leading Second Order Change “The leader of second order change must be energetic, exude idealism and enthusiasm and be willing to live through a period of frustration and even anger from staff members. This can take a personal toll on the leader and might explain why many promising practices regarding improved student achievement have ultimately been abandoned.” Fullan How will you as a leader of second order change maintain your focus, optimism and resiliency during this process? For Scotland's learners, with Scotland's educators

45. Urgent and Important “Most of us spend too much time on what is urgent and not enough time on what is important.” Steven R Covey Important activities have an outcome that leads to the achievement of your school improvement goals whereas urgent activities demand immediate attention (unforeseen or left to the last minute) and are often associated with the achievement of goals less aligned to the school improvement goals. “The key is not to prioritize what is on your schedule, but to schedule your priorities” Covey Source: Stephen Covey, 7 Habits of Highly Effective People “What is important is seldom urgent and what is urgent is seldom important. “ Eisenhower For Scotland's learners, with Scotland's educators

46. Leading Change New Beginnings Ending, Letting Go • Accept resistance • Understand emotions • Listen and communicate • Maintain focus • Check knowledge and skills Maintain and communicate focus Resources Shared leadership Celebrate Neutral Zone Maintain and communicate focus Give feedback Short term goals with quick wins Boost morale For Scotland's learners, with Scotland's educators Source: William Bridges, Transition Model

47. Managing Complex Change Source: Adapted from Knoster T., Villa R. & Thousand,J. , A Framework for Thinking about Systems Change For Scotland's learners, with Scotland's educators

48. Key Competencies for System Change Challenges the Status Quo Builds Trust Through Clear Communication and Expectations Creates a Commonly Owned Plan for Success Focuses on Team over Self Has a High Sense of Urgency for Change and Sustainable Results in Improving Student Achievement Has a Commitment to Continuous Improvement for Self and Organization Builds External Networks and Partnerships For Scotland's learners, with Scotland's educators

49. Reflecting on our Learning • What  -  Identify two concepts discussed in the past three days that resonated with your current work.  • So What  -  Why are these concepts important as you plan forward as a leader  in leading student achievement and well being? • Now What -  How might  your future leadership focus or actions change as a result of this learning?  • Was there anything with which you strongly disagreed/agreed? • Is there any topic/concept that you would like to explore further? • Our next modules will focus on Data Practices and Instructional Practices. For Scotland's learners, with Scotland's educators

50. Reflecting on our Learning For Scotland's learners, with Scotland's educators