PETERMDEWITT - BASTOW INSTITUTE OF EDUCATIONAL LEADERSHIP
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@PeterMDeWitt
Where do I start?
Hattie’s Research
• Over 1,400 Meta-analysis
• 300 million students
• 251 influences on learning…
• .40 – a year’s worth of growth
for a year’s input
6 Influences • Instructional leadership • Collective Teacher Efficacy • Professional Development • Feedback • Assessment Capable Learners • Family Engagement
Instructional Leadership CL. p. 19
Leadership shouldn’t mean going to the dark
side.
Instructional Leadership Framework
Implementation
Objectives of
Evaluation
Learning
Learning
Collective Student
Efficacy Engagement
Instructional
DeWitt. 2019 Strategies
Instructional Leaders •Establish trust •Challenge thinking •Find balance •Focus on learning •Collect evidence to understand impact •Common language/Common understanding
We often have a common language but we don’t have a common understanding.
How do you build credibility
in your role?Self-Efficacy “Refers to beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” Bandura, 1977
Why Self-efficacy Matters
Teachers with a Scaffolding
sense of self- highly likely to
efficacy (.63) be implemented
Scaffolding
increases
student learning
Scaffolding
Teachers w/ low
unlikely to be
self-efficacy
implemented
Strategies are unlikely to be initiated unless teachers believe they
have the skills and capabilities to selectively support their
students where needed. Zee & Koomen (2016).Stakeholders to want to be
Motivate
a part of the process
(Collective Efficacy)
What the goal looks
like Model
Meet Stakeholders where they
are…and not where you
CL. p. 08 think they should be.
DeWitt 2015
cc: UNDP in Europe and Central Asia - https://www.flickr.com/photos/46920115@N03Research Study
Shape A Shape B Shape C
Reference: Amerstock, I., Janosz, M., & Bowman, R. (2012). Teachers’ efficacy beliefs:
predictors and
influences. The Journal of Educational Research, 105, p. 319-328.Research Study
Shape A
Reference: Amerstock, I., Janosz, M., & Bowman, R. (2012). Teachers’ efficacy beliefs:
predictors and
influences. The Journal of Educational Research, 105, p. 319-328.Research Study
Extremely High Self-Efficacy
High Collective Efficacy
Shape A
Reference: Amerstock, I., Janosz, M., & Bowman, R. (2012). Teachers’ efficacy beliefs:
predictors and
influences. The Journal of Educational Research, 105, p. 319-328.Research Study
Shape B
Reference: Amerstock, I., Janosz, M., & Bowman, R. (2012). Teachers’ efficacy beliefs:
predictors and
influences. The Journal of Educational Research, 105, p. 319-328.Research Study
Self-efficacious
Expectations
Shape B
Reference: Amerstock, I., Janosz, M., & Bowman, R. (2012). Teachers’ efficacy beliefs:
predictors and
influences. The Journal of Educational Research, 105, p. 319-328.Research Study
Shape C
Reference: Amerstock, I., Janosz, M., & Bowman, R. (2012). Teachers’ efficacy beliefs:
predictors and
influences. The Journal of Educational Research, 105, p. 319-328.Research Study
Highly disturbed individual who
has a tendency to blurt out
obscenities.
Shape C
Reference: Amerstock, I., Janosz, M., & Bowman, R. (2012). Teachers’ efficacy beliefs:
predictors and
influences. The Journal of Educational Research, 105, p. 319-328.Collective Efficacy
CL. p. 43“The connections between collective efficacy beliefs and student outcomes depend in part on: • Reciprocal relationships among these collective efficacy beliefs • Teachers’ personal sense of efficacy, • Teachers’ professional practice • Teacher’s influence over instructionally relevant school decisions.” Goddard, Roger, Wayne K. Hoy, and Anita Woolfolk Hoy. (2003)
Ubuntu – I am because
we are.Collective Efficacy
“The perception that a performance has been successful tends to raise
Mastery Experiences
efficacy beliefs, contributing to the expectation that performance will be
proficient in the future. The perception that one’s performance has been a
failure tends to lower efficacy beliefs, contributing to the expectation that
future performances will also be inept.”
Vicarious Experiences We learn when things are modeled to use. However, that person modeling
must have credibility in our eyes.
Social Persuasion “Social persuasion may entail encouragement or specific performance
feedback from a supervisor or a colleague or it may involve discussions in the
teachers’ lounge, community, or media about the ability of teachers to
influence students.”
Affective States “The level of arousal, either of anxiety or excitement, adds to individual’s
perceptions of self-capability or incompetence. We postulate that, just as
individuals react to stress, so do organizations.” “Organizations with strong
beliefs in group capability can tolerate pressure and crises and continue to
function without debilitating consequences.
Goddard, Roger, Wayne K. Hoy, and Anita Woolfolk Hoy. (2004).Want to raise self-efficacy?
Built in mechanism (protocol)
Evidence teachers trust
Strategy makes a difference in
weeks…not months (Guskey).Stage 1:
Who will it help?
Discussion of New How is it better
Practice to be than what we are
implemented already doing?
Clearly articulated
Reflect/Evidence/
vision of the new
Evaluate
practice
Is this an
embedded
part of the Implementatio How are
teachers
collaborativ involved?
e culture?
Stage 4:
n Strategy for Stage 2: Actual
Embedded in Instructional Implementation
collaborative
culture Leaders
How did
Adapted from Odom et al (2014), round 2 go?
Fixsen et al (2005), DeWitt (2019). Staff
feedback?
Reflection/Evidence
Reflection/Evidence/ /Evaluate
Evaluate
Who will be
involved?
How will it be
Stage 3: Second implemented? Who
What does
round of What works? will do it? Pilot?
successful
What doesn’t? Whole staff? Can
implementat implementation teachers/staff provide
ion look
feedback of how it isProfessional Learning & Development
CL. p. 99Professional Learning – is often
like student learning — something
that is deliberately structured and
increasingly accepted because it
can be linked to measurable
outcomes.
Hargreaves & Fullan (2017). Call to Action: Bringing the Profession Back
In. Learning Forward.
cc: Daniel Y. Go - https://www.flickr.com/photos/84172943@N00Professional Development –
involves many aspects of
learning but may also involve
developing mindfulness, team
building and team development.
Hargreaves & Fullan (2017). Call to Action: Bringing the Profession Back In.
Learning Forward.
cc: Daniel Y. Go - https://www.flickr.com/photos/84172943@N00Is your
professional
learning and
development at
the surface, deep
or transfer level?
cc: Daniel Y. Go - https://www.flickr.com/photos/84172943@N00Feedback CL. p. 123
Feedback only sticks
when it’s wrapped
around a goal (learning
intention)…
and success criteria.
cc: UNDP in Europe and Central Asia - https://www.flickr.com/photos/46920115@N03“ Interesting. When we give
feedback, we notice that the
receiver isn’t good at receiving
it. When we receive feedback,
we notice that the giver isn’t
”
good at giving it.
Douglas Stone & Sheila Heen
cc: UNDP in Europe and Central Asia - https://www.flickr.com/photos/46920115@N033 FeedbackTruth
Triggers
Triggers –(Stone & the
Upset about Heen)
substance. It’s off, unhelpful or simply
untrue
Relationship Triggers – Tripped by the
particular person. It’s what we believe
about the giver (no credibility!).
Identity Triggers – It’s hurting the
identity we set for ourselves.
Stone and Heen (2014). Thanks for the Feedback.
cc: UNDP in Europe and Central Asia - https://www.flickr.com/photos/46920115@N033 Feedback Triggers (Stone & Heen)
Appreciation – Thanks.
Coaching – Here’s a better way
to do it.
Evaluation – Here’s where you
stand.
Stone and Heen (2014). Thanks for the Feedback.
cc: UNDP in Europe and Central Asia - https://www.flickr.com/photos/46920115@N03Assessment-Capable Learners CL. p. 67
On average teachers ask 200 questions per day and students ask 2 questions per student per week. Janet Clinton
80% of teaching involves the teacher speaking and students listening, that language rich environment can help to build those language areas that are not as mature among children of poverty, as long as the language level the teacher uses matches that of the student with limited language experiences. Burns, Martha (2019).
Students Know… ❑What they are learning ❑Why they are learning it ❑How they got there ❑Where they are going next
Students need an emotional connection to
their school community…
Use artifacts they
understand
• Music
• Pop culture
• Social media
Understand cultural
nuancesTeacher – Student Relationships
Mindfulness
Family Engagement
CL. p. 150What About the Families?
• Do you talk at them or with
them?
• Do you use language they
understand?
• When we ask “What about
parent accountability” do we
understand the full meaning of
that questions?
cc: علي- ali - https://www.flickr.com/photos/12495850@N05Thank you! pmdewitt518@gmail.com @PeterMDeWitt
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