Leadership for Teacher Learning

Leadership for Teacher Learning Dylan Wiliam (@dylanwiliam) www.dylanwiliamcenter.com Outline 2 1  Why we need to raise educa9onal achievement 2  How can we can know teacher quality ma?ers without being able measure it? 3  How can we learn from research? 4  Why forma9ve assessment is at the heart of good teaching 5  Implica9ons of exper9se research for teaching 6  Understanding teacher learning 7  Solving the hardest problem of all: implementa9on 3 Why we need to raise achievement Automa;on poten;al and wages for US jobs 4 McKinsey & Co (2015) Why we need to raise achievement 5 •  In advanced economies, over the next 20 to 30 years –  Between a quarter and a third of jobs could be offshored (Blinder, 2011) –  About half could be done by machines (Frey & Osborne, 2013; McKinsey & Co., 2015) •  The choice for young people –  Wait for someone else to invent a new job for you –  Create your own What kinds of schools do we need? School model Ethos Key process Talent refineries School must provide Ensuring good teaching and opportuni9es for students syllabus coverage to show what they can do Talent incubators All students can learn, but Drawing out what is within not all students can the student achieve at high levels Talent factories All students can achieve at high levels “Whatever it takes” 7 Teacher quality Teaching quality is not the same as teacher quality 8 •  Teaching quality depends on a number of factors: –  The quality of the curriculum –  The 9me teachers have to plan teaching –  The size of classes –  The resources available –  The skills of the teacher •  All of these are important, but the quality of the teacher is especially important •  Teacher quality can be improved by: –  Replacing exis9ng teachers with be?er ones, or –  Inves9ng in the teachers we already have The “dark maFer” of teacher quality 9 •  We know that teachers make a difference, but we don’t know what makes the difference in teachers •  Approaches to es9ma9ng teacher quality –  value-­‐added modeling –  observa9on –  student surveys •  Combining all three approaches –  Correla9on with standardized tests:
0.69 –  Correla9on with higher-­‐order assessments: 0.29 –  Reliability:
0.51 10 Learning from research Meta-­‐analysis in educa;on 11 •  Some problems are unavoidable: –  Sensi9vity to instruc9on –  Selec9on of studies •  Some problems are avoidable –  File-­‐drawer problem –  Quality –  Varia9on in variability •  Unfortunately, most of the people doing meta-­‐analysis in educa9on –  don’t discuss the unavoidable problems, and –  don’t avoid the avoidable ones •  For now, best-­‐evidence synthesis is the best we can do Forma;ve assessment BoFom-­‐up: research on forma;ve assessment • 
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Fuchs & Fuchs (1986) • 
Natriello (1987) • 
Crooks (1988) • 
Bangert-­‐Drowns et al (1991) • 
Dempster (1991) • 
Dempster (1992) • 
Elshout-­‐Mohr (1994) • 
Kluger & DeNisi (1996) • 
Black & Wiliam (1998) • 
Nyquist (2003) Brookhart (2004) Allal & Lopez (2005) Köller (2005) Brookhart (2007) Wiliam (2007) Hale & Timperley (2007) Shute (2008) Kingston & Nash (2011, 2015) Unpacking Forma;ve Assessment 14 Where the learner is going Teacher Peer Student Clarifying, sharing, and understanding learning inten;ons Where the learner is now How to get the learner there Elici;ng evidence of learning Providing feedback that moves learners forward Ac;va;ng students as learning resources for one another Ac;va;ng students as owners of their own learning Top-­‐down: EEF Toolkit for Learning and Teaching 15 Interven;on Cost Quality of evidence Extra months of learning Feedback ££ ★★★
+8 Metacogni9on and self-­‐regula9on ££ ★★★★
+8 Peer tutoring ££ ★★★★
+6 Early years interven9on £££££ ★★★★
+6 One to one tui9on ££££ ★★★★
+5 Homework (secondary) £ ★★★
+5 Collabora9ve learning £ ★★★★
+5 Phonics £ ★★★★
+4 Small group tui9on £££ ★★★★
+4 Behaviour interven9ons £££ ★★
+4 Digital technology ££££ ★★★★
+4 £ ★★★★
+4 Social and emo9onal learning Educa;onal Endowment Founda;on toolkit 16 Interven;on Cost Quality of evidence Extra months of learning Parental involvement £££ ★★★
+3 £££££ ★★★
+3 Summer schools £££ ★★
+3 Sports par9cipa9on £££ ★★
+2 Arts par9cipa9on ££ ★★★
+2 Extended school 9me £££ ★★
+2 Individualized instruc9on £ ★★★
+2 Aper school programmes ££££ ★★
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+1 Reducing class size Learning styles Mentoring Homework (primary) Educa;onal Endowment Founda;on toolkit 17 Interven;on Cost Quality of evidence Extra months of learning Teaching assistants ££££ ★★
0 Performance pay ££ ★
0 Aspira9on interven9ons £££ ★
0 Block scheduling £ ★★
0 School uniform £ ★
0 Physical environment ££ ★
0 Ability grouping £ ★★★
-­‐1 Unpacking Forma;ve Assessment 18 Where the learner is going Teacher Peer Student Clarifying, sharing, and understanding learning inten;ons Where the learner is now How to get the learner there Elici;ng evidence of learning Providing feedback that moves learners forward Ac;va;ng students as resources for one another Ac;va;ng students as owners of their own learning 19 Can teachers get beFer? General conclusions about exper;se 20 •  Elite performance is the result of at least a decade of maximal efforts to improve performance through an op9mal distribu9on of deliberate prac9ce •  What dis9nguishes experts from others is the commitment to deliberate prac9ce •  Deliberate prac9ce is –  an efforqul ac9vity that can be sustained only for a limited 9me each day –  neither mo9va9ng nor enjoyable—it is instrumental in achieving further improvement in performance Ericsson, Charness, Feltovich, & Hoffman (2006) Talent is over-­‐rated… 21 Some specific claims about exper;se 22 •  In the diverse domains in which it has been studied, exper9se: –  is specific and limited –  is only weakly related to general ability –  is not reducible to proposi9onal knowledge –  involves automa9on of basic rou9nes –  involves percep9on of meaningful pa?erns –  involves differently organized, rather than more, knowledge Exper;se in teaching 23 •  Research shows exper9se in teaching shares the hallmarks of exper9se in other domains •  More importantly, for the general exper9se research not to apply to teaching: –  All the other areas would have to be similar, and –  Teaching would have to be different •  This seems unlikely, so •  As far as we can tell, what is true for exper9se in other areas is likely to be true for teaching. 24 Teacher learning The knowing-­‐doing gap (Pfeffer 2000) 25 We know we should do this We are doing this Gelng ideas from other units in the chain 4.9 4.0 Ins9tu9ng an ac9ve sugges9ons program 4.8 3.9 Detailed assessment processes for new hires 5.0 4.2 Pos9ng all jobs internally 4.2 3.5 Talking openly about learning from mistakes 4.9 4.3 Providing employees with frequent feedback 5.7 5.2 Sharing informa9on on financial performance 4.3 3.8 Statement Suppor;ve accountability 26 •  What is needed from teachers: –  A commitment to: •  The con9nual improvement of prac9ce •  Focus on those things that make a difference to students •  What is needed from leaders: –  A commitment to engineer effec9ve learning environments for teachers by: •  Crea9ng expecta9ons for con9nually improving prac9ce •  Keeping the focus on the things that make a difference to students •  Providing the 9me, space, dispensa9on, and support for innova9on •  Suppor9ng risk-­‐taking Strategies for change (Heath & Heath, 2010) 27 •  Direct the rider –  Follow the bright spots (malnutri9on in Vietnam) –  Script the cri9cal moves (1% milk, 25 points) –  Point to the des9na9on (no dry holes) •  Mo9vate the elephant –  Find the feeling (gloves on the table) –  Shrink the change (five-­‐minute room makeover) –  Grow your people (mindset) •  Shape the path –  Tweak the environment (popcorn study, one-­‐click) –  Build habits (ac9on triggers) –  Rally the herd (free spaces in hospitals) Strategies for changing teacher habits 28 •  Direct the rider –  Follow the bright spots (volunteers vs. conscripts) –  Script the cri9cal moves (structured mee9ngs) –  Point to the des9na9on (“Whatever it takes”) •  Mo9vate the elephant –  Find the feeling (the moral impera9ve) –  Shrink the change (small steps) –  Grow your people (all teachers can improve) •  Shape the path –  Tweak the environment (9me for teacher learning) –  Build habits (create rou9nes and structures) –  Rally the herd (make new mistakes) 29 Ge^ng it done A case study in one district 30 •  Cannington –  Urban school district serving ~20,000 students –  Approximately 20% of the popula9on non-­‐white –  No schools under threat of re-­‐cons9tu9on, but all under pressure to improve test scores •  Funding for a project on “be?er learning through smarter teaching” –  Focus on mathema9cs, science and modern foreign languages (MFL) –  Commitment from Principals in November 2007 –  Ini9al workshops in July 2008 Progress of TLCs in Cannington 31 Maths
Science
MFL
Ash
1 —
1 —
0 —
Cedar
5 ▮
1 ▮
3 ▮▮
Hawthorne
4 ▮▮
10 ▮ ▮
5 ▮▮▮▮
Hazel
7 —
12 —
2 —
Larch
1 ▮▮▮▮
0 ▮
0 ▮
Mallow
6 ▮▮▮
7 ▮
3 ▮▮
3 ▮▮▮
1 ▮▮▮
Poplar
11 ▮
Spruce
7 ▮▮▮▮
8 ▮▮▮
5 ▮▮▮
Willow
2 ▮
5 ▮
2 ▮▮▮▮
Totals
44
47
21
Black nos. show teachers attending launch event; blue bars show progress of TLC
Progress of TLCs in Cannington 32 Progress of TLC 4 Correla9on: 0.01 3 2 1 0 0 2 4 6 8 10 Number of teachers aFending training event 12 We’ll know when it’s working when… 33 •  Leading indicators of success –  Teachers are given 9me to meet, and do so –  Teachers increasingly act as “cri9cal friends” to others –  The prevalence of classroom forma9ve assessment prac9ces is increasing –  Students are more engaged in classrooms –  Teachers modify the techniques in appropriate ways, indica9ng an understanding of the underlying theory –  There is a ship in the ownership of the reform •  Lagging indicators of success –  Increased student achievement Key stakeholders’ reac;ons 34 • 
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Departmental sub-­‐cultures Unions Professional associa9ons Teaching assistants Parents School Board members Community leaders Managing disappointments 35 • 
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Failure: opportunity for learning or blame Falling down: failing or learning? High-­‐reliability organiza9ons embrace failure $1m dollar club “A complaint is a gip” Group-­‐work is hard for teachers, … and for teachers of teachers… To find out more… 36 www.dylanwiliamcenter.com www.dylanwiliam.net Disney’s Coronado Springs Resort
June 15 - 17, 2016
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