Ensuring a Return on Instruction

So much of this chapter spoke to me and realised the importance of leading through example but also not just becoming caught up in the FADs that come into education. At the moment they may include technology but that is just one example.
The message of changing pedagogy came through so strong throughout the entire chapter. I really see the idea of 80/20 to allow teachers to develop their own educational passions as something that is so beneficial. Although the chapter focussed on a High school model transferring it to our Professional learning session with 2 sessions a term being used for teachers to research their own passion with the built in accountabilities of using our term 4 meetings for the presentation of their results sounds doable.  Relating it to improved student data would have to be explicitly stated but I see such value and also see a connection to their learning goals. We often talk about bottom up model and the importance of ownership - maybe this would be the answer. I think sometime we need to loosen the strings, just as we are encouraged to do with our students. We need to move away from the lecture model and develop the staff through more effective strategies.
I believe this model truly encompasses the primary goal of education as cited on page 86 " empowered to own their learning, create artifacts that demonstrate conceptual mastery". Although this may be talking about students it can also be transferred to teachers as well. maybe this model will help the shift in pedagogy that is needed to improve our practice. Like we focussed on during the 'Feedback' sessions - what can we drop so we have the space to feel 'empowered to try different things and, ultimately, see the results for themselves.' (pg 89 - Learning Transformed)
I feel excited by this approach and eager to see the positive impact small changes in my leadership will make by following some of the strategies to shift my own practices.