Performance Growth in Action

Performance Growth in Action 

Friday 29 January

Southern Region Team Day

Jane Bezzina & Jorga Marum

"If you could fast forward to the end of 2016 

what would you hope you have become better at in your role." - Jane

My aim for 2016 is to improve my leadership skills in the area of coaching and mentoring with the RECs with whom I work. I aim to engage in a coaching and mentoring relationship with Prof Ann Brewer, who will in turn develop my skills in coaching and mentoring my RECs. I will aim to seek feedback form my RECs about my leadership skills in Coaching and Mentoring.

"What did I have to consider before I could 

answer the above question? What was your thinking?" - Jorga

I reflected on my work over the past 12 months. I looked at what worked well and was successful and reflected on the areas within my work that were unsuccessful or that I would like to improve throughout the year ahead.

My natural instincts to reflect on my past or current practice reflects the YELLOW sub section of the PGiA framework - that is to monitor my performance planning - reflecting on the context in which I work (inclusive of regional and Archdiocesan priorities), assessing my own performance in order to design future learning to achieve identified goals.

I do need to engage more fully with the documentation and maintaining evidence of my work in a manageable, flexible and organised manner. I do need to open myself up to feedback and to source regular opportunities to gauge my progress in working to achieve my goals - Who will I seek to mentor me? How will I know my practice is improving? 

Rather than understanding PPPR as a a "lock - step" process EG setting goal putting ABC into line to sort result and then prove result - but look at this framework as a personal and professional opportunity to gain new skills, improve or enhance current skills.

PPPR Proforma

SR Performance Guide

Where to from here?

I would like to move away from the traditional PPPR model and move to a more fluid opportunity to reflect on my performance and improvement - with RECs , RE & E team members and my consultant.

2016 - Let the Fun Begin (II)

Monday 25 January - System Leadership Development

Leading in Authentic Learning - Dr Mick Bezzina

What is my dream for Learning?

• for my students to discover the joy of learning and to be inspired to be active contributors and inquirers of their own learning to become effective participants in the world they live in.

"If not us then who?

If not now then when?" 

- John E Lewis

Some of the challenges that the ALS poses to educators is to provide:

• providing rigorous, relevant and engaging education to students
• making a difference - to provide learning experiences that will impact on our students ability to live life to the full in a rapidly changing world.

Where are we now?

• 70% of respondents believe schools are highly engaged with the authentic learning statement
• This is a positive indicator, however there are continued challenges to engage all teachers and leaders with the ALS.

A question of Balance - The Paradoxes within our work:

• We encourage professionalism and trust within our staff and then have to apply accountability standards to the people we work with... how do we balance both accountability and trust?
• We are more and more reliant on evidenced based research and design learning informed by data, however we also rely on judgement of how the data is measured? How do we balance both evidence and judgment?
• how do we inspire creativity, for educators to take risks and try something new, when we are required to be prudent and play within the constraints of policy and procedures... How do we balance prudence and creativity?
• How do we operate K-12 thinking in balance with Primary and secondary thinking (Early Education?)
• Integration - new syllabus - maintain the academic expectations of curriculum areas and also show the links between them. 
• The tension between the Now and the future of education - 

How will one of these ideas impact me personally?

1. to create greater opportunities for RECs to engage with authentic learning statement in the area of RE curriculum

How will one of these ideas impact the way in which my team will work?

1. 

Seven Myths about Authentic Learning

1. Authentic Learning is something new to us - We have a long track record fro exceptional teaching and learning - this is NOT new - it supports and enriches current practice

2. Authentic learning is a buzzword - it is a "watch word" something we hold as deeply important to us - our credo?

3. Authentic is an option- schools may not be using the 

4. Authentic learning is not a methodology - is not a recipe, it does not give you the 5 steps to AL, it is the reasoning of what and how we are doing....

5. Authentic Learning is "soft" AL is NOT easy- it is hard work - high expectations and depth of learning is difficult to achieve

6. All this AL stuff is more work - it IS the work.

7. Just talking about AL will make it happen - absolutely not - ideally this is an action- 

Ken Robinson

1. Creativity

2. Future is uncertain

3. Extraordinary capacity of the child's creativity.

Creativity is important as literacy. If kids don't know they will have a go- if your not prepared to be wrong then you will not create anything new. Children, once they leave school lode this "no fear of mistake" behaviour.

Hierarchy of subjects: 

Maths & Literacies

Sciences

Arts

Music

Drama

Dance

The education system around the world  is built upon the industrial revolution- subjects picked at school would be chosen to assist you in getting a job - degrees = jobs

More people worldwide will be graduating around the world  - technology - now degrees are not necessarily leading to a job at all.

Education systems need to rethink the fundamental principles by which we are educating our children - we have to be careful to use our creative capacities to educate their whole being fro the future unknown.

SO WHAT?

Wednesday 25 January 2016

Staff Mass for the school of the Revesby Parish.

Today I had the opportunity to join my fellow colleagues from De La Salle Revesby, Mount St Joseph, Milperra, St Luke's Revesby and St Christopher's Panania in the celebration of the Eucharist celebrated by Fr Maurice Thompson.

We gathered together united in celebrating the mission of Catholic Education, to make Christ Jesus central in our words and in our deeds. Fr Maurice, in is homily, spoke about the ineffectiveness of Catholic educators if they fulfilled their work without Love. Education is a vocation... it is not a job that can be completed without a love of learning and deep commitment to bringing God's word alive in all that we do. Fr Maurice aligned this sound advice with the words from St Paul to the Corinthians.

2016 - Let the Fun Begin!

Friday 22 January - System Leadership Development

After a a lovely, relaxing and restful holiday, I have returned to work re-energised to continue my work as Leader of Learning : Primary Religious Education within the Southern Region Office.

My initial professional learning takes place today at the Southern Cross Vocational College where all Education Officers and Leaders of learning come together to develop a shared vision, mission and understandings of the new horizons of Sydney Catholic Schools.

The agenda today includes:

School/System Review and Improvement - Dr Mark Turkington & Dr Kate O'Brien
.

• Evolution NOT revolution - Dr Mark Turkington.

Research found in: 

• Ben Levan (8 characteristics), Hattie, Ontario System - How do we measure growth?
• McKinsey report (Barber and Mourshed, 2007
• New Horizons: Inspiring Spirits and Minds - To feel, hear and listen to the needs of the school and evaluate how we can best improve student learning outcomes.

Examples of School/System review and Improvement

• School Improvement through accreditation
• benchmarks

Examples of what is NOT creating uplifting organisations

1. Didn't make it their goal to be at the top

2. didn't follow others to the top

3. Didn't concentrate solely on hitting every milestone along the way

4. Didn't push people to the limi

5. Didn't race to the top as quickly as possible

Hargreaves, Boyle and Harris (2015)

• Dreaming with determination
• creativity and counter flows
• collaboration with competition
• pushing and pulling
• measuring with meaning
• sustainable success

What are the values that underpin the revision of School Review and Improvement processes to inform decisions?   

• Strong relationship building through trust, transparency, honesty, unity; being heard; respect diversity of thought, being inclusive, empowering others; equality, shared concern/ vision/ purpose; positive, open communication models; acknowledging the past and affirming what is already working well; nurturing wellbeing of the whole community; openness to feedback; honouring the Catholic Mission, maintaining spirituality and encouraging growth of faith, the whole child and each member of the community; making practical decisions that are operationally effective and efficient for the system and the individual. Connection with current values and explicit support with induction of new leaders and community members.

2. What has been the major impact of the School Review and Improvement Framework (2005-2015) on schools?

• Moved away from inspectorial model.
• Increased school ownership.
• Doesn’t always capture the reality of the school - perhaps a bit “soft” in some areas. There isn’t sufficient follow up with the school - either in support or challenge.
• May highlight the need for support and development of middle leaders.
• AIPs are helpful - and staff have growing familiarity with these in recent years.
• Promoted more strategic thinking.
• Opportunity for reflection and clear accountability for schools. Offers direction for future planning. Rating MUST always be on impact not effort! Develop an understanding of evidence. Development of whole-school practice. ALL staff involvement therefore more accountability- alignment of SRI with AIP and PPPR. We must prioritise- allow these priorities to come from data. More effective use of resources- try to align with system priorities so as to be able to use resources. Nature and purpose of SRI must be in place- all staff (must know rating system) and what time of the year are we doing it).
• Gave an annual focus within the 5 year cycle
• Gives schools a common language and a point of focus
• Evidence-based nature helped to keep focus and ensure that evaluation was verifiable
• Still some conflict between what school wanted to do and what is perceived as imposed by the system
• Challenging to get all stakeholders involved
• Looking back to plan for the future

3. What have been the major challenges of the School Review and Improvement Framework (2005-2015) for schools?

• There was very much a disconnect between School Leadership teams and the school staff, particularly in goal setting and /or evaluations.
• The challenge to harness all staff in the process and have a shared understanding of the purpose and how it is aligns with all tiers of work throughout the year.
• There is a subjective notion at times in the rating process.
• The tension between the reality of the school context and the “linear” approach of the SRI document.
• Consistent understanding of what each rating looks like in practice. High performing schools have high expectations and often rate themselves lower for SRI.
• Became a list of things we do (checklist) rather than a way of measuring improvement
• Initially did not drive improvement - has this changed in some schools?
• Lack of ownership - often driven by the executive.
• Challenge was that the productive discussion by staff was captured and acted upon
• Challenge was that groups were representative of the wide range of involvement of a staff when doing the ratings
• Challenge to remain honest with clear understanding of ratings
• Varied understanding of the processes and the criteria.
• Staff turnover at leadership level and at class level was significant, with limited induction processes at school level
• Thinking that the Ratings process is “SRI”

4. What basic principles should underpin the revision of the School Review and Improvement Framework in 2016?

• Needs to influence whole school effectiveness - not just the most recent plan.  Holistic view of school effectiveness.
• Needs a focus on innovation and response to need.
• Evidence based practices and purpose
• Maintain the emphasis on a collaborative, invitational approach to review.
• Need to be explicit about the right drivers - name what this is really about
• People first, processes second.
• Dual moral purpose a priority, focus on student growth, wellbeing of staff and students, partnerships with parents, parish, broader community; school input and drive/
• “Principles of strategic planning” from New Horizons.
• Principles should include: consultation, collaboration, celebration,
• (Build on what has been successful in previous revision processes)
• Clearer accountabilities (whilst having a no blame culture)
• Possibility of using a growth map (in alignment with other processes) instead of the 7 point score. This could allow for greater consistency and less open to local level interpretation.
• Alignment with current research.
• Evidence for improvement needs to include a broad range of data, more than NAPLAN and HSC.
• Authorship is the key to ownership - if schools have a voice in developing and reviewing the framework as they did in 2005 it will come alive in all schools
• The Principles should include, consultation with all stakeholders ( including parents, parish and local community)
• Since 2006 school improvement has been separated from the accountability of compliance?  It is timely to evaluate and review this.  Is there a gap between SRI/Cyclic review process and the directness of the current compliance process which incorporates compliance at a basic level rather than one of improvement or value-added.
• The “strengths basis” principle of the current model should be retained.
• Feedback is timely, meaningful and practical.