Appreciative Inquiry (AI) and Hattie

As I posted earlier I have been researching AI and it’s use in the classroom and change management in general.  I am working on integrating the AI process into my Hattie coding system.  This is proving to be a very pleasing.  Being a narrative based process of positive change AI is working well with Hattie and changing pedagogy.  I will continue to post developments through the term.  My Hattie coding sheet can be found by searching for Hattie within this blog.  It will be the second entry.

I am aiming to develop a reflective programming doc that incorporates Hattie and the principles of AI.

Sustainability of change seen in the National Partnerships is the aim

Cheers,

Glenn.

NPP and Focus on Reading

I have had a question from an overseas colleague regarding National Partnerships and Focus on Reading 3-6.

One question that is easy to answer is ‘where do you buy the Focus on reading kit?’ – The answer is, it is not a kit.  It is a paradigm shift in thinking about how we teach reading and comprehension.  The content focuses on teacher pedagogy, not a kit you pull out of box and distribute to the students.  The training will take place over a 12 month period.  The implementation phase will be a 2 year period.

I will add links to this post of researchers and practitioners providing the theoretical basis for this program.

The second question was ‘What are National Partnerships?’  To put it simply a federal and state agreement on funding for schools which were considered at risk after extensive analysis of the 2008 NAPLAN data.  Funding is provided to develop the skills of the teachers to enrich their pedagogy and turn around the performance in the target areas.

Cheers,

Glenn.

National Partnership: Focus On Reading

The most comprehensive training program and package I have been involved in.  There will be a lot of reflection, re-reading and planning for the successful implementation through LMPS.

It will re-focus our core business back on to our students and our personal professional learning.

Speaking of which, I have started my journal for accreditation at Professional Leadership with the NSW Institute of Teachers.  It will be a long process that I believe will be quite a journey and quite rewarding.  It appears I am the 23rd candidate for accreditation at this level.

I have been asked why?  The answer is simple.  I was feeling increasingly hypocritical as I was pushing our new scheme teachers through the process of accreditation and not really having a true understanding of the pressures and the like the teachers were experiencing. There is another reason.  I will learn a lot.  Pretty simple

Cheers,

Glenn.

National Partnership Year 3 and 4 data sets.

The NPP year 3 & 4 data sets have been returned.  This data is being imported into our LMPS assessment sheets.  On completion, this data will be given to team leaders for stage perusal.  If you are on leave and would like a copy, please contact me and I will ensure I email the data sets to you.

Glenn.

Let’s not forget pedagogy in ICT pt 2

After re-reading Hattie (03) and once again considering the effect size and the source of influence on student performance of which 8 of the top 10 are teacher based, it will be an interesting study to review where we can influence the effects using IC Technologies.

The effects in order of influence.

1. Feedback: Effect size 1.13
2. Instructional Quality: Effect size 1.00
3. Direct Instruction: Effect size 0.82
4. Remediation and feedback: Effect size 0.65
5. Class environment: Effect size 0.56
6. Goals: Effect size 0.52
7. Peer tutoring: Effect size 0.5
8. Mastery learning: effect size 0.5

As Hattie (03) states ‘Therefore, the focus is to have a powerful effect on achievement, and this is where excellent teachers come to the fore – as such excellence in teaching is the single most powerful influence on achievement.’

The Professional Learning Forum at LMPS will be considering how we can manipulate the effects over the next 4 weeks as part of our TPL process.  We will be using the Hattie coding framework as previously posted as a launch pad.

Glenn.

A Reflection

The Credit Belongs

The credit belongs to those who are actually in the arena, who strive valiantly:

who know the great enthusiasms,

the great devotions,

and spend themselves in a worthy cause;

who at best, know the best of high achievement;

and who, at worst, if they fail, fail while daring greatly, so that their

place shall never be with those cold and timid souls who neither

know victory nor defeat.

Theodore Roosevelt

I think this sits nicely with my post on why we do what we do at qtatlmps.

The efforts and the results we have seen over the last 16 months are etched into those words.

Glenn.

Alternate Coding: Hattie (03) format.

Here is a coding doc I developed using Hattie’s (03) prototypic elements of an expert teacher. I have trialed this using my Cogs unit (Products Services and Systems) and found it very useful. It is not a locked doc. My open source mind working again

If you make any changes please filter them back as I would love to see what happens.

LMPS Hattie (03) Coding Framework

Have a play around with it. I’m going to try to develop a blend between this and the QT Reference Check seen in the previous post.

• 2/9 Answer to John: Yeh, I probably would use it as a dynamic doc throughout the unit, scribbling all over it. I guess if you fill it up print a new one off. I find with the QT sheet, it turns into a great evaluation tool at the end of the term. Also NSW DET Connected Outcomes Groups are found in the blogroll if you haven’t already found it. Also drill around in the Cogs programming starters also in the blogroll and you will find the English portal. Great resources there too. I use them extensively. And Yes, a skype hook up is possible.  NSW DET does not allow it on their server though. Weekends are ok.  GMail back. Have fun in chilly Vic.
• 3/9 Answer to Leonie: Do what ever you want to the doc.  All I ask is throw it back so I can see what you did with it.  I’m interested to see how we can develop Hattie in line with the QTF for coding and lesson study.  Gmail it back.  Cheers.

Glenn.

Why we do what we do @ qtatlmps.

Here is a graph you will see in a couple of weeks as part of the National Partnerships in Literacy and Numeracy. It is the result of a longitudinal study over 4 years which included 90 schools and 13,700 students. The research compares the relative effect of the school and the teacher on student outcomes in literacy and numeracy.

This displays why we do it so clearly

Source: Hill and Rowe (2003)