The Lead Learner pages 30-42

As soon as I started reading page 30, Jen's words " We should be doing these activities." kept entering my brain. Constantly in my marginalia the words 'Let's Do This' are written next to the strategies and analysis of the data. Then the statement 'stay small stay focussed' crashes the party and I take a deep breathe and remember the importance of those small words.
Having said all of that I find it intriguing that the examples on page 30 - Ensuring learning intentions and success criteria are differentiated between surface, deep and transfer levels' it seems to have been written just for us. (A similar feeling often enters my head when listening to homilies) We have definitely started to embed the LI and SC in most classrooms so how fitting would it be for this action to be our next sep forward. It also works in beautifully with our focus on ASSESSMENT - FOR, AS and OF learning.
Using the SWOT Analysis and discrepancy Analysis sound doable to me and I would be interested to see how we use it to determine next year's Action Plan goals, as we have often commented on the need to have these goals based on the needs of the staff , rather than only being our perceived needs.
I also like the script found on page 33 and see this as a great opportunity to use when reflecting on the module meetings. This would lead beautifully into the 'Tweets' around the module meeting and would also allow us to see people 'Theory of Action'. Maybe we could add it to the space in the teacher's room so we can all see and engage in it as part of the PL sessions.
All these thoughts come to my mind and inspire me to take action now. Then those small words 'stay small, stay focussed' reenter my mind and I am reminded of the importance of small steps but please let's step together - today!

The Lead Learner Pages 19-29

My Reflections.

I found these pages to be invigorating and really spoke to me as a learner and leader. We are have spoken often about the statement " Because almost everything in education works!" and I think we all agree our desire is to have an impact on our students that doesn't just work but excels.
Working out what needs to be let go and what has the desired impact is a challenge I have daily. I feel like it is a constant battle to block out the external noise and focus on data.Data we gather in our daily discussion with staff and students to ensure we clearly know 'Where we are going?', 'Where we are now?' and our 'What Next?'
When I read the section on page 20 about the difference between behavioural change and structural change, I couldn't help but reflect on myself as a learner but also the challenges all leaders have when trying to change behaviour. It is difficult because we have to challenge and change others 'Theory of Action. The second point that spoke about past experience was interesting because I notice this with the two prac students who are currently in Year 6. The conversations around what makes an impact is constantly occurring and helps me as much as them. I have often thought we teach as we learnt at school and I feel this section summarised my thoughts.
The 3 questions stated before are an easy way forward and definitely doable. I think I will start the journey this week and use the 'Tool for Capturing Data' for Years 3-8 in my room this week. I hope to bring the results to the meeting so we can use it as part of our discussion.
For me personally I really like the : What?, So What?, Now What? protocol and think this would be a great one to use to drive our module meetings as it would ensure they do not just become a 'doing' session but remain focussed on the learning.
I look forward to discussing this section at our meeting on Monday.

Chapter 1 The Lead Learner Pgs 12- 17

I wrote this blog today because it had my name on the Chair and prayer again. when I checked the roster i noticed it says Jenny W.  I have now changed it  but I was worried that it may have caused some confusion so I did a blog entry in case.

 I found that these pages contained so many reflective questions but in a way I feel a need to read the book before answering them as I am unsure about some of the terminology. I still had a go and will look back with interest if my assumptions were accurate. I look forward to suggestions on how these can be achieved and how I can improve my practice in these areas.

I agree that clarity and coherence in a school is critical followed by capacity and crafting. I get the gist of the definitions but not to the level that I am satisfied with. When rating the scores I felt that most of them fell under '0' ie criteria are being discussed by routine implementation is non existent. I felt that 'non existent' was not totally accurate either as I think that there are elements developing eg the school has implementation and action plans but the understanding and focus on these across staff lacks coherence. This I believe is due to the lack of time to collaboratively design these goals, especially at the time it needs to get done. I also think that there are shared practices that are developing well eg the use of data however not in a way that reflects rating +1. They may be routine but are they effective eg the use of EYA data to impact learning. As I said I feel that the school is definitely using more data that it once was and that we are becoming more efficient at doing this however it is probably fair to say that there is room for capacity building in this area.

As an example one just needs to see how much resourcing it is taking to develop consistency with the PPs to build consistency. This thought brought me to the very interesting guideposts; the first being Stay small, stay focussed. Looking at developing Capacity by investing resourcing in a more narrow focussed way leads me to ask, what should we be focussing on and what should we limit? 

I am interested in learning more about Guidepost 3 Avoid Solution Fixation - What is the difference between solutions and success is what I found myself asking and how does reversing this look.

I made a link between Guidepost 4 and our work on Theory of Action. I still think that we can explore this concept further with staff in so many ways and this may lead to the suggested processes to inspect impact on learning. Guidepost 5 Model Learning is developing well especially in our PL sessions. I am challenged however in how to present CEDP designed presentations such as ROSH in a more effective way. Perhaps this is an example of essential content rather than 21st Century skills.

Looking forward to our discussions

The Lead Learner

Chapter 1: Setting the Stage

As I read the opening chapter of " The Lead Learner" I glanced over at my pile of must read books and realised I am one of those leaders/ teachers/ educators/ that are living the tension between "innovation" and "traditional strategies" as I spot my much loved copy of Dylan Wiliam's book 'Embedded Formative Assessment'. As I complete marginalia in our current book and during my every day I frequently ask myself how can I integrate the innovative learning of tomorrow with the traditional strategies that we know build the key knowledge and skills needed today?. I hope this book provides me with some answers and also raises questions that continue to make me refine my thinking and develop my thinking in the area of clarity, coherence whilst developing my capacity and the capacity of my class (teachers and students).

I found the Gavin Hay's reflection on the journey of Marist in  'Voices From the Field' spoke to me - as I too believe within my own learning and in the school system we have at times swung like a pendulum between focusing on content driven practices, skills needed for 21 century learning and are slowly realising the importance of balance between it all. 

I feel I have a long way to go however I do know at the core of who I am as a leader is the desire and core purpose of someone that understands the importance of enhancing the learning of students and staff and try every day to model effective learning in my daily practice and short term and long term decisions. When I completed Figure 1.5 I had a tendency to be more aligned to ambidextrous leadership responses and intend to continue on with activities 1.2 - 1.4 over the weekend.  I look forward to discussing the activities and seeking feedback as we continue reading this book. 

Reflection questions:

What do I know now that you didn't know before you started reading?

I am not sure I didn't know the difference between 'traditional' and ' innovation' but I didn't realise how easy it is to focus on one over the other rather than keeping them both in balance. This book has also helped develop my understanding of the difference between a lead learner and an instructional leader. 

What questions are you facing as a leader? 

How do I as a leader keep the pressure of 'jobs' from impacting me and drawing me away from my primary role as a leader which is ' ensuring all students/ staff are getting more than one year's growth in one year's time? How do ensure the 21 Century skills are taught in authentic settings but also time is given to explicitly teaching them at a point of need bases rather than in a hit and miss fashion? How can I encourage student voice and path a way of autonomy in learning where it is purposeful and allows for the whole group to learn together/ from each other? How can I involve the staff in setting the school goal so they have ownership? How can we find the 'gaps' in the learning and use these to drive the vision of our school so all staff and students achieve more than one year's growth? 

What are the key differences between being an instructional leader and a lead learner?

Some of the key differences between an instructional leader and a lead learner appears in the title themselves. Instructional leadership is one that instructs others - almost like it is from the outside directing inward through observations, looking at data and driving others to continue to improve. Where as the lead learner is someone who leads through their actions - is modelling through the hands on work they do, working collaboratively with the team to solve problems and listens to the ideas of others rather than having to have all the answers. A lead learner has a clarity around the direction of the students/ staff to ensure growth. Building the capacity of all so to ensure learning continues and that self and others are building the PCK whilst maintaining a growth mindset and understanding the importance of life long learning.   Just to name a few differences.

Clarity, coherence and capacity - which one resonates with you? Over the last few years I think my focus has been around developing my understanding of clarity. I believe I have become a better learner, teacher and colleague because my clarity have become clearer. I have also developed my understanding of how important it is to have clarity around where we need to go as learners (staff and students) but also how we can get there. It also includes having clarity around the needs of the students and our next steps. 

I look forward to discussing the next two questions in our leadership meeting on Monday.