Innovative Designs for Enhancing Achievements in Schools (IDEAS)

1. Innovative Designs for Enhancing Achievements in Schools (IDEAS) http://ideas.usq.edu.au/

2. This presentation is intended to enable principals, teachers and school communities to make a decision about a commitment to engage in the IDEAS process.

3. IDEAS A developmental project of the Leadership Research (LRI), University of Southern Queensland

4. The IDEAS VisionTo inspire IDEAS schools to engage in a journey of self-discovery which will ensure that they achieve sustainable excellence in teaching and learning.

5. What is IDEAS? • A process for positioning schools for the future • A process of enhancing learning outcomes by valuing the work of teachers and their classrooms • A process that enables alignment between the work of teachers in classrooms and the school’s strategic purpose

6. What might your school gain? • An enhanced focus on the practice of teaching • A heightened sense of identity and purpose through the development of a distinctive schoolwide pedagogy • Alignment with systems initiatives, enabling the school to articulate its uniqueness and emphasise classroom achievements and successes • A strengthening of the school’s professional community

7. Who is involved? • Teaching staff • The school community – parents and students • The broader school community

9. IDEAS expands to include schools beyond the local context …. • 2002/2003 Australian Government (DEST) supports a National Trial involving 12 schools in three Australian school jurisdictions (WA, NSW and ACT) • 2003/2004 Development of Clusters in Toowoomba, Cairns, Rockhampton and Brisbane coordinated by a local state school district facilitator • 2004/2005 Research project established with National Institute of Education (NIE) in Singapore – tracing the implementation of IDEAS in three schools in Singapore (Marymount Convent, West Grove Primary and Woodlands Secondary College)

10. IDEAS expands to include schools beyond the local context …. • 2005 onward: • 4 Queensland school clusters located in Greater Brisbane, Laidley District, North Queensland and Toowoomba; • 34 Schools in Victoria; • 36 schools in Western Australia (Secondary & Primary – state and Catholic); • 58 schools in Sydney CEO; • 10 schools in Toowoomba CEO; • 15 schools in Canberra CEO; and • A number of independent schools (Canberra, Sydney).

11. IDEAS: Key Components • An Aligned Organisation - The Research-based Framework (RBF) for Organisational Alignment • The ideas process • Parallel leadership • Three-dimensional Pedagogy (3-D.P.)

12. IDEAS is based on significant research from America, Australia and Hong Kong There are compelling research conclusions…

13. American Research “The most successful schools were those that used restructuring tools to help them function as professional communities. That is, they found a way to channel staff and student efforts toward a clear, commonly shared purpose for student learning; they created opportunities for teachers to collaborate and help one another achieve the purpose; and teachers in these schools took collective — not just individual — responsibility for student learning. Schools with strong professional communities were better able to offer authentic pedagogy and were more effective in promoting student achievement.” Newmann and Wehlage 1995

14. Australian Research Professor Peter Cuttance, University of Sydney states: “International and Australian research has now conclusively demonstrated that differences in the effectiveness of classroom practice are about four times more important than differences between schools in explaining the variation in achievement among students ... … A large proportion (40%) of the variation in student learning outcomes is associated with variation in the quality of teaching in individual classrooms, compared to a small proportion (10%) that is attributable to difference between schools … … the remaining 50% of variation in student learning outcomes is associated with differences between students (differences in ability, attitudes, esteem, aspirations, disposition to work, etc).”

15. ARC Research of Crowther et al.:Processes that Enable School ImprovementSuccessful School Revitalisation: The IDEAS way Crowther & Andrews, ARC Research Report (2003)

16. Australian research (cont.) “… in a study of selected Australian schools that initiated and sustained significant improvement in student achievement it was conclusive that parallel leadership activates three processes that enable improvements to occur. The processes are schoolwide learning, culture building and a schoolwide approach to pedagogy.” (Crowther, Hann & McMaster, 2001)

17. Cooperative Research Project — Victoria 1998 • Caldwell (1998) stated that the benefits of school improvement relate to improved curriculum and learning, curriculum support and initiatives, planning and resource allocation, more focused objectives and school purpose, professional and personal benefits.

18. Whole structure strategy — Cheng 1998 • Cheng generated a whole structure strategy for teacher effectiveness that encompassed affective, cognitive and behavioural domains and extends across individual, group and school levels. • There needs to be a congruence in school processes that enables mutually supportive roles, consistency in values and compatibility of technologies and culture.

19. Recent Research & Publications • 2009 - A longitudinal study of 22 Victorian schools tracked over 4 years (Andrews & Associates, http://ideas.usq.edu.au/Portals/1/docs/Open%20site/Vic_research_sept%20FINAL.pdf) • 2011 – From School Improvement to Sustained Capacity – Crowther & Associates (Corwin Press)

20. CAPACITY BUILDING & SUSTAINABILITY There is no chance that large-scale reform will happen, let alone stick, unless capacity building is a central component of the strategy (Fullan, 2005)

21. School Success - • in agreed priority areas, • is based on documented • evidence, and • teacher’s confidence in their • school’s capacity to sustain its • achievements into the future.

22. Our Research – Dynamics of Capacity-Building =COSMIC C-B MODEL

23. ---------------- ___________ Enhanced pedagogical practice ----------------- __________ Heightened professional trust and schoolwide responsibility Explaining “success” in Victoria’s IDEAS Project schools, 2004-2008 – A QUICK ANSWER --------------- ___________ Improved student engagement and learning

24. Cosmic Model- HOW to achieve and sustain improvement in the face of changing: • times • circumstances • external priorities • People – teachers, Principal

25. M icro- pedagogical deepening I nvoking reaction S eeking new heights O rganisational diagnosis & alignment C ommitting to school revitalization C onsolidating success The COSMIC Capacity Building Model

26. Capacities …… Social Capital – parallel leadership; professional relationships (trust, respect, shared responsibility); student well-being (engagement, pride). Intellectual Capital – student achievement; school vision & values; Schoolwide pedagogy (SWP); improvement processes. Organisational Capital – shared input into planning processes; resourcing linked to SWP; internal and external linkages.

27. Key component: The Research-based Framework for Organisational Alignment Holistic Professional Learning This research-based framework is grounded in extensive research in schools. All these elements need to align for significant success to occur. Strategic Foundations OUTCOMES Cohesive Community OUTCOMES Generative Resource Design Schoolwide Pedagogical Development & Deepening Holistic Professional learning

28. How tuneful is your school? • Flat? • Discordant? • Melodious? • Lullaby? • Stirring? • Virtuoso?

29. HOLISTIC PROFESSIONAL LEARNING • STRATEGIC • FOUNDATIONS • Is the school vision clear? • Is leadership distributed • COHESIVE • COMMUNITY • Is the community supportive? • Do staff assume collective responsibility? • SCHOOL • OUTCOMES • What have students achieved? • What new knowledge has the staff created? HOLISTIC PROFESSIONAL LEARNING HOLISTIC PROFESSIONAL LEARNING GENERATIVE RESOURCE DESIGN Is the use of space, time and technology reflective of the school vision? SCHOOLWIDE PEDAGOGICAL DEVELOPMENT AND DEEPENING Do teachers have a shared understanding of successful pedagogy? HOLISTIC PROFESSIONAL LEARNING A Research-based Framework for Organisational Alignment (LRI IDEAS Team, March 2010)

30. Alignment ….. An organisation is like a tune: it is not constituted by individual sounds but by the relations between them. (Drucker, 1946, p.26)

31. The Principle of Alignment in the Research-based Framework “This principle asserts that schools that have generated both depth and integration across the elements of the organisation [Research-based Framework] have been found to produce enhanced sense of identity and greater capacity to pursue high expectations for student achievement”. (Crowther et al. 2001)

32. Using the Framework — comments from schools • An IDEAS school establishes its own benchmarks for the RBF elements and future outcomes. • Schools working with IDEAS have used the RBF for strategic planning. • The Framework is an interesting concept. The more you use it the more layers you uncover to help explain and understand the complexities of school life. • Teachers readily interact with the dimensions of the Framework. It is highly discussible.

33. Diagnostic Inventory of School Alignment Diagnostic Analysis Tool – a survey designed to report on your school’s tunefulness – refer to DISA – http://www.acelleadership.org.au/diagnostic-inventory-school-alignment-disa

34. Key component: The ideas process

35. The five phases of the ideasprocess initiating: How will we manage the process? Who will facilitate the process? Who will record our history of the journey? discovering:What are we doing that is most successful? What is not working as well as we would like it to? envisioning: What do we hope our school will look like in the future? What is our conceptualisation of schoolwide pedagogy? actioning: How will we create a tripartite action plan? How will we work towards the alignment of key school elements and processes? sustaining: What progress have we made towards schoolwide pedagogy? What school practices are succeeding and how can we expand them?

36. Theideasprocess: • recognises the equivalence of teacher leadership and principal leadership in achieving school success; • acknowledges that school improvement can only occur if two concurrent and inter-related processes are in place —strategic planning and a process to create school wide professional learning; • requires the management of the process by a representative school team; • provides for school-based facilitation with USQ/DETA support; • requires schools to manage their own resources e.g. time; and • encourages schools to operate in a ‘no blame’ culture.

37. IDEAS Principles of Practice Principle 1: Teachers are the key Principle 2: Professional Learning is key to professional revitalisation Principle 3: Success breeds success Principle 4: No Blame Principle 5: Alignment of school processes is a collective school responsibility

38. IDEAS Principles of Practice Principle 1: Teachers are the key Principle 2: Professional learning is key to professional revitalisation Principle 3: Success breeds success Principle 4: No Blame Principle 5: Alignment of school processes is a collective school responsibility

39. recognises the capability of teachers as leaders and emphasises principals’ strategic roles and responsibilities Key component: parallel leadership: It is based in four qualities: • mutual trust and mutual respect; • shared sense of purpose; and • allowance for individual expression. • appreciation for the importance of creating school successes in the context of systemic goals and priorities.

40. “Our research is conclusive that shared responsibility for school outcomes, involving teachers and principals in mutualistic leadership relationships, is a vital key to successful school improvement.” Frank Crowther 2001 “Parallel leadership is the central concept – the principal can step outside the safety zone and teachers learn leadership skills that enable them to influence others.” Lesley Bath, Teacher Leader, Walkervale State School

41. A Diagrammatic Representation of Principal and Teacher Leader Influences in Capacity-Building PRINCIPAL C O S M I C TEACHER LEADER Legend: Degree of influence GreatestLeast Crowther & Associates, 2011

42. IDEAS Teacher leaders reflect ... • “Teacher leadership underpinned the successful development of our schoolwide pedagogy. My role has been to provide expertise, to enthuse and to work with teaching teams to integrate our vision and schoolwide pedagogy into the core business of teaching and learning at our school” • Leasa Smith, Currimundi State School • “The ideas process has given the teachers the opportunityto have valued input into the future direction of the school.” • Deborah Boesten, Beerwah State High School.

43. The roleof the principal in enabling parallel leadership • Communicates a clear strategic intent • Incorporates the aspirations and views of others • Posesdifficult-to-answer questions • Makes space for individual innovation • Knows when to step back • Creates opportunities from perceiveddifficulties • Builds upon achievements to create a culture of success Crowther, Kaagan, Hann & Ferguson (2002)

44. Principals reflect on parallel leadership … “I had to be prepared to ‘live and breathe’ the vision and values that were emerging in the staff development. I had to demonstrate trust by nurturing the good work of the IDEAS process. I had to step back and let others take the lead. For example, the middle school teachers were given the responsibility for building the curriculum in a shared situation... they were given the responsibility and developed parallel leadership.” (Principal, Beerwah SHS, 2003)

45. Principals reflect on parallel leadership… “I saw IDEAS would provide opportunities for staff to engage in a process of school improvement. I was able to step back and let others take the lead but I also needed to open up dialogue about our preferred future. Also as circumstances changed I was able to reorganise resourcing to bring in new staff and provide time and space for the sharing to happen.” Principal , Currimundi State School.

46. Key roles in the process • School based facilitators • School IDEAS Management Team (ISMT) • Cluster Coordinator (systems level staff) • IDEAS Core Team – USQ Staff Note: Cluster coordinators are not always in place

47. Optimal school achievement occurs when: • teachers and administration team share leadership responsibilities; • the school’s vision is clearly focused on shared,concrete aspirations; • school development emphasisesthe creation of schoolwide pedagogy and the alignment of vision and schoolwide pedagogy; and • systemic services are available when required to support school priorities.

48. IDEAS School Management Team • Composition: Preferably a voluntary representative group including the facilitator, a scribe and other stakeholders including classroom teachers, administration, middle management and parents. • This group provides: • Representation (represents the community in the process); • Communication (documents the process, prepares and publishes the reports, provides information and readings); • Planning (facilitates workshops and develops an action plan for the process); • Networking (with other schools and districts); • Advocacy (on behalf of teachers and students); and • Development (of teacher leaders).

49. School-based facilitator(s) reflect on their role “My role has been to inform the staff on the process and steer the process … to keep the momentum going. My greatest challenge was to engage the staff in the process.” “Not everyone got involved. A critical mass of us have created new images and symbols that have changed how we think of ourselves. The ISMT became a sorting strategy before staff meetings. Staff meetings have become forums for sharing successes.”

50. A Cluster Coordinator comments.. “As a cluster coordinator I have observed members of the cluster develop a growing realisation that together they can learn from sharing experiences in working with IDEAS. In cluster meetings and informally, the IDEAS school-based management team members have shared their successes, their frustrations and their challenges and in so doing they have inspired each other!” Schools Cluster Coordinator