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An EMASA Conference presentation

An EMASA Conference presentation. Building and sustaining school capacity: Leadership implications - Frank Crowther -. Overview of the session. Defining capacity The COSMIC C-B model Leading school capacity-building Dialogue. A half century of shifting sands (1960s – 2010s).

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An EMASA Conference presentation

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  1. An EMASA Conference presentation Building and sustaining school capacity: Leadership implications - Frank Crowther -

  2. Overview of the session • Defining capacity • The COSMIC C-B model • Leading school capacity-building • Dialogue

  3. A half century of shifting sands(1960s – 2010s) 1960s: workplaces , families & schools were “humanised” 1970s: a “new morality” changed teachers’ work 1980s: the “effectiveness” movement set in 1990s: “improvement” became the catchcry 2000s: people learned to spell (but not pronounce) an ancient Greek word 2010s: “successful capacity building” is becoming an obsession (I hope) 2020s: 2030s:

  4. Defining capacity

  5. In New Zealand rugby

  6. 18 in a row!

  7. But..... NO WORLD CUP!

  8. Is this “capacity”?

  9. In Hong Kong high school sciences

  10. Students have achieved he highest levels of 15- year-old science and mathematics achievement on the planet over the past decade (OECD) And breakthoughs in neurological research that show how to increase cognitive functioning even further

  11. In New York school literacy

  12. Joel Klein, New York Schools Chancellor, 2007. When system leaders set high expectations, make their expectations clear, hold schools accountable for results, and reward the high achieving principals and teachers, and remove those who fail, schools improve their results each year .

  13. In 2008 and 2009 student literacy and numeracy increased in New York schools. In 2010 numeracy and literacy levels declined significantly. Teachers said the pressure was counterproductive. p.s. Joel Klein was fired in December, 2010.

  14. Is this “capacity”? When system leaders set high expectations, make their expectations clear, hold schools accountable for results, and reward the high achieving principals and teachers, and remove those who fail, schools improve their results each year .

  15. In your extraordinary rainbow country

  16. Nelson Mandela, 1961 “I have dedicated myself to the struggle of the African people....to the ideal of a democratic and free society.... It is an ideal which I hope to live for and achieve. But, if needs be, it is an ideal I am prepared to die for”.

  17. I fear that we may be losing some of what we have achieved. Emeritus Bishop Desmond Tutu, 2011

  18. And, if so, what does it mean? So --- does “enhanced capacity” matter ?

  19. Linda Lambert (U.S.) Islands of hope existed in each decade yet even these remarkable islands drop below sea level when founders, principals or key teachers, leave. As long as any one individual is indispensible, sustainability is a distant dream.

  20. Michael Fullan (CAN.) There is no chance that large-scale reform will happen, let alone stick, unless capacity building is a central component of the strategy. It requires that systems emphasise continuity over shortterm achievement

  21. Vivianne Robinson (N.Z.)Slow down the change in order to speed up the improvement.Be selective about what to implement and do it in depth”

  22. Frank Crowther C-B is a longterm process of building and sustaining success. It comprises six phases. Each phase requires a distinctive form of distributed leadership.

  23. IDEAS Project in Victoria, 2004-7

  24. A diagrammatic explanation of the achievement of “Success” in Victoria’s IDEAS Project schools, 2004-2008

  25. IDEAS Project outcomes, 2004-7 Teacher morale improved greatly Student attitudes improved greatly Student attendance went up, discipline problems went down Teachers’ pedagogical vibrancy increased Students’ class engagement increased Student achievement in an area of school academic priority increased significantly

  26. The IDEAS Project • A 3-year process of school revitalisation • Parallel leadership (of principals and teacher leaders) • Alignment of key school factors • Visioning • A schoolwide pedagogical framework (SWP) • Cluster sharing and critique

  27. In 22 of the 24 schools..... These important improvements were maintained in 20o8 and 2009. Which raises a question for us as school leaders.. HOW?

  28. Keeping in mind that..... IF VICTORIANS CAN DO IT, ANYONE CAN.

  29. The cosmos – ever-evolving, harmonious, orderly

  30. The cosmos – ever-evolving, harmonious, orderly –every school leader’s dream

  31. Committing to action – The first cosmic dynamic

  32. one or more school leaders made a commitment in September, 2004 to do something radically different ! In all 24 Victorian IDEAS Project schools, regardless of their circumstances,

  33. Common Teacher Responses to Educational Change Proposals • “The more things change….” • “This really worries me....” • “We can make this work for us....” • “This place is completely insane….” • “She’ll be right, mate!”

  34. “We were at rock bottom. We were told we had failed. It was awful. We had to do something to prove the bastards were wrong”.

  35. We were a good school, but we were tired, stale. We needed to refresh, to test just how good we really were and could be.

  36. The C.-B. “Commitment” role of school leaders in the 24 IDEAS Project schools • In 10 schools – the Principal made a firm commitment to revitalise • In 4 schools – the Deputy, as defacto Principal, made the decision to commit • In 8 schools – combined Principal/DP and teacher leaders made the commitment • In 2 schools – opposition from the Principal, support from teacher leaders. Nothing progressed.

  37. Successful commitment requires Transformational leadership

  38. Organisational diagnosis and coherence - The second cosmic dynamic

  39. “An institution is like a tune; it is not constituted by individual sounds but by the relations between them.” Peter Drucker

  40. What is your school’s tune ? Flat? Discordant? Melodious? Lullaby? Stirring? Virtuoso?

  41. Is your school in tune ? Does everyone know the school tune? Do the three audiences like the tune? Are the school instruments well-tuned? Are the musicians playing off the same songsheet? Do you practice together to become more expert players and a more harmonious orchestra?

  42. IDEAS Principles of Engagement Principle 1: Teachers are the key!Principle 2: Professional learning is key to professional revitalisationPrinciple 3: No blame!Principle 4: Success breeds success!Principle 5: Alignment of school processes is a collective school responsibility

  43. The C.-B. “Coherence” role of school leaders in the 24 IDEAS Project research schools • In 16 schools – the DP managed the diagnostic process, with external (University) support) • In 6 schools – Teacher leaders managed the process (with external support) • In 2 schools – The Principal was oppositional - delays, confusion and antagonism resulted.

  44. Leadership for coherence is shared, responsive, aligned, unobtrusive. “An institution is like a tune; it is not constituted by individual sounds but by the relations between them.” Peter Drucker

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