Papakura Principals Conference Sept 2017

DAY 1
w Mary Anne Murphy

https://drive.google.com/drive/folders/0B4sUPvwmj7UCVTNaUlBIMW5HUzA

what is our natural way of being - and considering what we need to put more time into

Considering Leadership team:
Patterns: both more 'feelers' rather than 'thinker' thinkers otherwise,.
Strengths: good balance in leadership team - coverage, difference, complimentary.
Gaps: Thinker (Anna)
Insights: delivery of messages from us both - how message is delivered.

'spun negative' - middle column, Passive....Assertive

How might I be 'accidentally diminishing - 'idea guy' >evaluate, streamlining, organising, clarity, listen to others

The standard you walk past is the standard you accept
accountability conversations a la Bill Rogers (i.e. description of reality ...open to theory of action
Enlisting -
below the line > one liners - public. Raise attention to below line behaviours, don't walk past.
Redirection (private)
Calling it (private) - timing, got a minute?..state <25 words - facts straight first "I've noticed..." then shush so not making assumptions - leaves open (to hear their theory of action)
if acknowledging - use however rather than but.

Acknowledging success 6:1
Languages of appreciation - gifts, time, words, acts, (touch) - how do people show appreciation, that's what we need to do for them.

Students - reframing....
Guy Claxton - split screen thinking

Feedback:
(Seesaw - e.g. no one liked my work..?) > 'social media' aspect of digital learning journals - teaching kids how to manage this.
Dylan William
- ego involving feedback - rarely effective (grades, praise etc.)
-focus on what to do to improve and how to go about it (generative feedback). makes student think, not react emotionally.
Protect wellbeing or engage in activities that will make them learn/challenge.

>record 5-10 mins of feedback in a classroom and have conversation w T.

DAY 2 -

Prof Anne Hynds

Strengthening Collaborative Expertise

Weaving Learners Together

Rangatiratanga  - Russell Bishop -

• Evidence on collaborative expertise
• Critically examine its relevance to Kahui Ako > pursuit of more equitable student outcomes

Collaboration - what does it mean for different groups?  -team member or someone who works treacherously with the enemy

Cathy Wiley - school ecosystems (??)

Creating an environment where teachers willing to take a risk, be vulnerable etc.

Addressing Issues of Equity and Excellence: (theory)

Relational Capacity

Relational trust between schools- do I trust your motives/expertise (i.e. questioning another school’s data)

Relational trust between whanau -

Evaluative Capability - good evidence, know own bias. How I think I act and what I actually do.  Open to question own biases and beliefs.

Innovation Improvement Capability

John Hattie - variation of student achievement within schools - variability of teaching practise.  Collaborative expertise draws on expertise of these teachers - spread that learning and make it visible (LI, SC, kids knowing where they are…)  As teachers make our own learning visible.

Practise:

Worked with CoL 2016, field visits, observed, shadowed, interviews etc.  ‘Theory of Improvement’.  

General Obs - multiple goals/targets/ideas w/out clear plan how to get there and evaluate progress.

Professional war stories dominate and anecdotal data

Anxiety and ambiguity related to new roles and responsibilities (e.g. DPs included as will be working with across school lead principals etc.)

Achievement Challenge - what is the planned logic? Unrealistic nature of targets.  Focus on coverage vs focused, deep inquiry.  Fuzzy logic linking problem to target (incoherent activities - Bryk et al 2015). Lack of focus on equity.

Problem - Students, teachers, Avoidance of gaze on leadership.

Not doing more, doing less and doing it well - Vivian Robinson

Teachers reduce efficacy and agency when blaming things out of your control (e.g. home life) - change what you have control over. Eliminate what might be within school gates first.  

Are we acting on hunch with solution in mind...not embedded.

TAI - scanning not done well. Not looking carefully about what’s going on for learners.  Difficulty to teach and inquire at same time.  

From reflections - excitement etc. however need for more in-depth understanding

(am I a mentor/coach? How to have difficult conversations re pedagogy while keeping relationship in tact etc.)

Need for shared understanding of roles.  

Need for clear plan of action.

Working theory of improvement - looking at data in current state----desired state (in 2  years where do you want to be?)

Espoused theory vs theory in use.  

Initially coalition of the willing.  

Engage with personal theories - principals and school leaders

Reveal relevant theories

Agree on problem to be solved (iterative nature of learning)

Through analysis of people's’ engagement in activities as well as their beliefs (which underpin their engagement or non-engagement) and the consequences (intended and unintended) can we start to see the ‘theory in use’.

Making the learning visible and tracking the learning as you go.

Non-engagement tells you something.

Seeking the work as a puzzle - being curious.  What is my hunch?  Can I test my hunch out - work to eliminate errors.   Rather than a hunt … someone to blame.